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CLASSROOM ACTIVITIES
LONGMAN
PREPARATION
COURSE
n
FOR THE
®
so
TOEFL IBT TEST, 3E
ar
DEBORAH PHILLIPS
Pe
TOEFL iBT® is the registered trademark of Educational Testing Service (ETS®). This publication is not
endorsed or approved by ETS.
CLASSROOM
ACTIVITIES
i
Longman
Preparation
Course
for
the
TOEFL
iBT®
Test:
CLASSROOM
ACTIVITIES,2e
Copyright
©
2015
by
Pearson
Education,
Inc.
All
rights
reserved.
Permission granted to reproduce for classroom use.
Pearson
Education,
10
Bank
Street,
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Plains,
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Staff
credits:
The
people
who
made
up
the
Longman
Preparation
Course
for
the
TOEFL
iBT®
Test,
3e
team,
representing
editorial,
production,
design,
and
manufacturing,
are:
Rhea
Banker,
Tracey
Cataldo,
Dave
Dickey,
Warren
Fischbach,
Pam
Fishman,
Patrice
Fraccio,
Michael
Kemper,
Christopher
Leonowicz,
Julie
Molnar,
Jane
Townsend,
and
Kenneth
Volcjak.
Classroom
Activities
Author:
Sarah
Wales-‐McGrath
Project
&
development
editor:
Helen
B.
Ambrosio
n
so
ar
Pe
ii
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CONTENTS
Introduction xi
n
ACTIVITY R2A: Listing Pronouns 5
ACTIVITY R2B: Pronoun and Referent Hunt 6
Corresponding Activity Sheet R2B 161
Reading Skill 3: Recognize Paraphrases
ACTIVITY R3A: Dividing Sentences into Meaningful Parts 8
so
ACTIVITY R3B: Understanding the Meaningful Parts of
Sentences 10
ar
Corresponding Activity Sheet R3A 162
Corresponding Activity Sheet R3B 163
Reading Skill 4: Insert Sentences into the Passage
ACTIVITY R4A: Using Transitions to Order Short Passages 12
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CLASSROOM
ACTIVITIES
iii
Reading Skill 8: Infer Rhetorical Purpose Questions
ACTIVITY R8A: Determining Rhetorical Purpose 26
ACTIVITY R8B: Completing Rhetorical Purpose Ideas 27
Corresponding Activity Sheet R8A 175
Corresponding Activity Sheet R8B 176
Reading Skill 9: Select Summary Information
ACTIVITY R9A: Filling in a Summary Chart 29
ACTIVITY R9B: Creating Summary Charts 30
Corresponding Activity Sheet R9A 177
Corresponding Activity Sheet R9B 178
Reading Skill 10: Complete Organizational (Schematic) Tables
ACTIVITY R10A: Completing a Schematic Table 32
ACTIVITY R10B: Creating Schematic Tables 34
Corresponding Activity Sheet R10A 180
Corresponding Activity Sheet R10B 181
n
BASIC COMPREHENSION
Listening Skill 1: Understand the Gist
ACTIVITY L1A: Choosing a Gist Statement 37 so
ACTIVITY L1B: Coming Up with Gist Statements 39
Corresponding Activity Sheet L1A 184
Corresponding Activity Sheet L1B 185
Listening Skill 2: Understand the Details
ACTIVITY L2A: Listening for Details 41
ar
ACTIVITY L2B: Listening for Details 44
Corresponding Activity Sheet L2B 187
PRAGMATIC UNDERSTANDING
Pe
iv
CLASSROOM
ACTIVITIES
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SECTION THREE: SPEAKING 66
n
SPEAKING QUESTION 2: THE PAIRED-CHOICE RESPONSE
Speaking Skill 3: Use Your Notes to Plan the Paired-Choice Response to Speaking so
Question 2
ACTIVITY S3A: Speaking Individually 72
ACTIVITY S3B: Selecting Ideas for a Logical Plan 73
Corresponding Activity Sheet S3B 205
ar
Speaking Skill 4: Use Your Plan to Make the Paired-Choice Response to Speaking
Question 2
ACTIVITY S4A: Fluency Lines 74
ACTIVITY S4B: Noting Features of a Good Response 75
Corresponding Activity Sheet S4B(1) 207
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granted
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classroom
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CLASSROOM
ACTIVITIES
v
Speaking Skill 8: Use Your Plan to Make the Response for Speaking Question 3
ACTIVITY S8A: Targeting Spoken Grammar 85
ACTIVITY S8B: Noting Features of a Good Response 86
Corresponding Activity Sheet S8B(1) 214
Corresponding Activity Sheet S8B(2) 216
Speaking Skill 10: Note the Main Points as You Listen for Speaking Question 4
ACTIVITY S10A: Practicing with a Partner 92
ACTIVITY S10B: Taking Notes on Listening Passages 93
Corresponding Activity Sheet S10B 219
Speaking Skill 11: Use Your Notes to Plan Your Response for Speaking Question 4
n
ACTIVITY S11A: Practicing with a Partner 95
ACTIVITY S11B: Synthesizing Ideas 96
Corresponding Activity Sheet S11B 221
Speaking Skill 12: Use Your Plan to Make the Response for Speaking Question 4
ACTIVITY S12A: Describing Objects 98
ACTIVITY S12B: Noting Features of a Good
so Response 99
Corresponding Activity Sheet S12A 223
Corresponding Activity Sheet S12B(1) 224
ar
Corresponding Activity Sheet S12B(2) 226
Speaking Skill 13: Note the Main Points as You Listen for Speaking Question 5
ACTIVITY S13A: Adding Details to a Basic Story 102
ACTIVITY S13B: Taking Notes on Listening Passages 103
Corresponding Activity Sheet S13A 228
Corresponding Activity Sheet S13B 230
Speaking Skill 14: Use Your Notes to Plan the Response for Speaking Question 5
ACTIVITY S14A: Designing a New Classroom 105
ACTIVITY S14B: Expressing Opinions 106
Corresponding Activity Sheet S14B 232
Speaking Skill 15: Use Your Plan to Make the Response for Speaking Question 5
ACTIVITY S15A: Discussing a Newspaper Article 107
ACTIVITY S15B: Noting Features of a Good Response 108
Corresponding Activity Sheet S15A 233
Corresponding Activity Sheet S15B(1) 234
Corresponding Activity Sheet S15B(2) 236
SPEAKING QUESTION 6: ACADEMIC INTEGRATED LISTENING AND SPEAKING
Speaking Skill 16: Note the Main Points as You Listen for Speaking Question 6
ACTIVITY S16A: Drawing from an Oral Description 110
vi
CLASSROOM
ACTIVITIES
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for
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ACTIVITY S16B: Taking Notes on Listening Passages 111
Corresponding Activity Sheet S16A 238
Corresponding Activity Sheet S16B 239
Speaking Skill 17: Use Your Notes to Plan the Response for Speaking Question 6
ACTIVITY S17A: Telling a Circular Story 113
ACTIVITY S17B: Paraphrasing Ideas 114
Corresponding Activity Sheet S17B 241
Speaking Skill 18: Use Your Plan to Make the Response for Speaking Question 6
ACTIVITY S18A: Discussing a Newspaper Article 116
ACTIVITY S18B: Noting Features of a Good Response 117
Corresponding Activity Sheet S18A 242
Corresponding Activity Sheet S18B(1) 243
Corresponding Activity Sheet S18B(2) 245
n
ACTIVITY W1A: Targeting Written Fluency 121
ACTIVITY W1B: Taking Notes on Reading Passages 122
Corresponding Activity Sheet W1B 248
Writing Skill 2: Note the Main Points as You Listen
ACTIVITY W2A: Targeting Written Fluency 124
ACTIVITY W2B: Taking Notes on Listening Passages
so 125
Corresponding Activity Sheet W2B 250
Writing Skill 3: Plan a Point-by-Point Response Using Your Notes
ar
ACTIVITY W3A: Understanding Doubt and Support 127
ACTIVITY W3B: Recognizing Doubt and Support in News Stories 128
Corresponding Activity Sheet W3A 252
Corresponding Activity Sheet W3B 253
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classroom
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CLASSROOM
ACTIVITIES
vii
Writing Skill 8: Review Grammar
ACTIVITY W8A: Editing Grammar 139
ACTIVITY W8B: Targeting Written Grammar 141
Corresponding Activity Sheet W8A 266
WRITING QUESTION 2: INDEPENDENT TASK
Writing Skill 9: Decode the Essay Prompts
ACTIVITY W9A: Writing a Circular Story 142
ACTIVITY W9B: Writing Listening Questions 143
Corresponding Activity Sheet W9A 267
Writing Skill 10: Plan Before You Write: Outlining
ACTIVITY W10A: Writing Notes 144
ACTIVITY W10B: Selecting Ideas for a Logical Plan 145
Corresponding Activity Sheet W10B 268
Writing Skill 11: Write Unified Supporting Paragraphs
ACTIVITY W11A: Reacting to a Situation 146
ACTIVITY W11B: Choosing the Best Supporting Paragraphs 147
n
Corresponding Activity Sheet W11A 270
Corresponding Activity Sheet W11B 271
Writing Skill 12: Connect the Supporting Paragraphs so
ACTIVITY W12A: Offering Advice 148
ACTIVITY W12B: Selecting Possible Connections 149
Corresponding Activity Sheet W12A 273
Corresponding Activity Sheet W12B 274
Writing Skill 13: Write the Introduction and Conclusion
ar
ACTIVITY W13A: Writing a Circular Story 151
ACTIVITY W13B: Choosing the Best Introduction and the Best Conclusion 152
Corresponding Activity Sheet W13A 276
Corresponding Activity Sheet W13B 277
Pe
viii
CLASSROOM
ACTIVITIES
©
2015
by
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Education,
Inc.
Permission
granted
to
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for
classroom
use.
ACTIVITY SHEETS
n
Activity Sheet R8B 176
Activity Sheet R9A 177
Activity Sheet R9B 178 so
Activity Sheet R10A 180
Activity Sheet R10B 181
©
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by
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granted
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use.
CLASSROOM
ACTIVITIES
ix
Activity Sheet S11B 221
Activity Sheet S12A 223
Activity Sheet S12B(1) 224
Activity Sheet S12B(2) 226
Activity Sheet S13A 228
Activity Sheet S13B 230
Activity Sheet S14B 232
Activity Sheet S15A 233
Activity Sheet S15B(1) 234
Activity Sheet S15B(2) 236
Activity Sheet S16A 238
Activity Sheet S16B 239
Activity Sheet S17B 241
Activity Sheet S18A 242
Activity Sheet S18B(1) 243
Activity Sheet S18B(2) 245
n
SECTION FOUR: WRITING
Activity Sheet W1B 248
Activity Sheet W2B 250 so
Activity Sheet W3A 252
Activity Sheet W3B 253
Activity Sheet W4B 256
Activity Sheet W5A 258
ar
Activity Sheet W5B 261
Activity Sheet W6B 263
Activity Sheet W7A 265
Activity Sheet W8A 266
Pe
x
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
INTRODUCTION
The
Teacher
Materials
books
that
supplement
the
Longman
Preparation
Course for
the
TOEFL iBT ®
Test,
Third
Edition
provide
teachers
with
specific
ideas
and
suggestions
for
improving
the
effectiveness
of
their
preparation
courses
for
the
TOEFL
iBT ®
test
(Internet-Based Test).
This
Classroom Activities
book
is
one
of
the
books
in
the
Teacher
Materials
series.
n
ABOUT
THIS
BOOK
PURPOSE
OF
THE
BOOK
The
purpose
of
this
book
is
to
help
teachers
increase
student-student
and
so
student-teacher
interaction
in
their
preparation
courses
for
the
TOEFL iBT ®
test.
One
of
the
most effective
ways
to
enhance
preparation
for
the
this
test
is
through
a
ar
high
degree
of interactivity
in
the
classroom.
Students
need
strong
communicative
skills
to
succeed on
the
test,
and
these
skills
are
best
strengthened
by
increasing
the
interactivity of
the
classroom
in
every
way
possible.
Longman
Preparation
Course
for
the
TOEFL iBT ®
Test: Classroom
Pe
Activities
is
intended to
be
used
by
a
teacher
to
improve
interaction
and
communication
in
a
TOEFL
iBT® course
with
Longman
Preparation
Course
for
the
TOEFL iBT ®
Test,
Third
Edition as
its
main
text.
It
can
be
used
with
or
without
the
Lesson Plans
book
that is
part
of
the
Teacher
Materials
series.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
xi
• Step-by-step instructions for preparing and implementing the activities in
the classroom
• Reproducible activity sheets
• Answers for all the activities that need them
n
• Website: The complete audio program to accompany this book is now
•
Speaking sections as well as the Mini-Tests and Complete Tests.
so
included on the text’s website at: www.pearsonelt.com/TOEFLiBT and
contains all of the recorded materials from the Listening, Writing, and
Audio Transcripts: All audio transcripts are now available to download or print
from the website.
ar
• Answer Key: The answer keys are available on the website only for those who
have purchased the text with access to the answer keys.
• This text comes with access to the MyEnglishLab for the TOEFL iBT® Test,
an online component designed to provide additional interactive practice for the
Pe
test. A range of activities are provided to master the skills necessary to succeed
on the TOEFL iBT® test. Both skill-specific activities and authentic test-style
questions are incorporated, providing maximum exposure to the specific
question types students will encounter. Special features include tips for
answering question types, correct and incorrect answer feedback, and video
presentations covering the material students will encounter on the test.
Complete practice tests and mini-tests allow for teacher assessment and self-
study assessment.
This
book
may
be
used
with
or
without
the
lesson plans book
that
is
part
of
the
Teacher Materials
series
of
the
Longman
iBT
program:
Longman
Preparation
Course
for
the
TOEFL iBT ®
Test, Lesson Plans provides
interactive lesson plans for each of the forty-nine language skills in the complete student
book and the individual skills components (Reading, Listening, Speaking, Writing). Each
lesson plan includes a skill introduction section with an interactive method of
introducing the skill, step-by-step instructions for setting up and reviewing the
exercises, and assignments that provide additional practice upon completion of a skill.
xii
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
OTHER
AVAILABLE
MATERIALS
Longman publishes a full suite of materials for TOEFL iBT® test preparation. Materials are
available for the TOEFL iBT® test at both intermediate and advanced levels. Please
contact Longman’s website at www.longman.com for a complete list of available TOEFL
iBT® test products.
n
colleges and universities. Additionally, institutions such as government agencies,
businesses, or scholarship programs may require this test.
The TOEFL iBT® test currently has the following four sections:
so
• The Reading section consists of three long passages and questions about the
ar
passages. The passages are on academic topics; they are the kind of material
that might be found in an undergraduate university textbook. Students answer
questions about stated and unstated details, inferences, sentence restatements,
sentence insertion, vocabulary, pronoun reference function, fact and negative
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
xiii
The format of a TOEFL iBT® test is outlined in the following chart.
iBT APPROXIMATE
TIME
READING 3 passages and 36–42 questions 60 minutes
LISTENING 6 passages and 34 questions 60 minutes
SPEAKING 6 tasks and 6 questions 20 minutes
WRITING 2 tasks and 2 questions 60 minutes
It should be noted that at least one of the sections of the test will include extra,
uncounted material. Educational Testing Service (ETS) includes extra material to try out
material for future tests. If students are given a longer section, they must work hard on all
of the materials because they do not know which material counts and which material is
extra. (For example, if there are four reading passages instead of three, three of the
n
passages will count and one of the passages will not count. It is possible that the
uncounted passage could be any of the four passages.)
TO
THE
TEACHER
so
WHAT
TO
INCLUDE
IN
A
LESSON
ar
The material in the Longman program is divided into individual skills that
students need to master in order to succeed on the TOEFL iBT® test. The teacher should
Pe
xiv
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
opportunity
to
improve
their
general
ability
to interact
with
the
teacher
and
with
other
students.
• A
Follow-up
Activity
at
the
end
of
a
lesson
can
provide
additional
student
interaction and
can
also
help
to
reinforce
the
idea
that
your
classroom
is
one
in
which
interaction is
to
be
maximized.
Follow-up
activities
may
be
activities
that
review
the
skill
that was
just
taught
or
review
a
number
of
previously
taught
skills
together;
they
may also
work
on
general
reading,
listening,
speaking,
or
writing
skills.
• The
Assignments
that
follow
a
lesson
may
also
provide
an
opportunity
for
further interaction.
Assignments
may
review
the
skill
that
was
just
taught
or
review
a number
of
previously
taught
skills
together;
they
may
also
work
on
general
reading, listening,
speaking,
or
writing
skills.
n
The
teacher
should
make
every
effort
to
maximize
the
interactivity
of
each
so
component of
a
lesson.
Consider
the
following
suggestions
for
various
ways
to
increase
interactivity
in your
lessons.
Warm-up
Activities
ar
A
great
deal
of
interaction
is
possible
in
a
warm-up
activity.
This
interaction
may be
student-teacher
interaction
(with
the
teacher
interacting
with
individual
students
in
a
classroom
setting)
or
student-student
interaction
(with
students
in
pairs
or
in groups
of
three
or
four
or
more).
Pe
For
each
warm-up
activity,
you
should
decide
on
the
optimal
kind
of
interaction
for
the
specific
activity.
When
the
purpose
of
a
specific
activity
is
to
introduce
a new
skill,
students
may
be
more
comfortable
interacting
with
the
teacher
rather
than with
other
students.
When
the
purpose
of
an
activity
is
to
review
previously
taught skills
or
to
enhance
general
reading,
listening,
speaking,
or
writing
skills,
it
may
be more
effective
to
have
students
interact
with
each
other
in
pairs
or
in
groups.
Skill
Introduction
Skill
introduction
is
a
wonderful
place
to
add
interaction
into
lessons.
Because
a
skill is
being
introduced
and
the
material
is
new,
interaction
in
this
part
of
the
lesson
will most
likely
be
between
the
teacher
and
students
in
the
classroom
as
a
whole
rather than
between
students.
In
introducing
a
new
skill,
teachers
should
work
to
develop
the
art
of
asking
leading
questions;
that
is,
teachers
should
try
to
ask
questions
that
lead
the
students
to
an
understanding
of
the
new
material
and
provide
them
with
an
approach
for
answering
questions
that
test
this
skill.
The
skill
introduction
questions
that
are
provided
in
the
lesson
plans
in
this
book are
just
such
leading
questions.
The
teacher
can
lead
the
students
to
an
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
xv
understanding of
the
skill
by
asking
an
appropriate
series
of
leading
questions.
After
students
have been
led
through
the
introduction
of
the
skill
by
the
teacher,
they
will
then
be
equipped
with
a
methodology
for
discussing
the
answers
to
questions
with
other
students
and
for
determining
the
answers
to
questions
on
their
own.
Exercises
The
exercises
provide
a
huge
opportunity
for
interaction.
Different
kinds
of
interaction
may
be
desirable
in
the
exercises
themselves
and
in
the
review
that
follows
the
exercises. When
students
are
completing
the
actual
exercises,
they should work
on
the
exercises
individually
or
with
other
students.
You
may
want
to
have students
work
together
(in
pairs
or
in
groups)
on
a
specific
exercise
early
on
in
the course
as
they
are
becoming
more
familiar
with
the
skills.
You
may
want
to
have students
work
individually
on
the
exercises
later
on
in
the
course
as
the
date
of
the actual
test
approaches.
Review
of
the
exercises
should,
as
a
rule,
include
a
lot
of
interaction.
It
can
work
n
well
to
have
the
students
review
a
particular
exercise
with
other
students
before you
review
the
exercise
with
the
class.
To
encourage
student
interaction
as
students
review
an
exercise
together,
you
may
want
to
try
any
of
the
following
ideas
that
are
so
appropriate in your situation:
• Ask students to compare their answers with other students before you give
them the correct answers.
ar
• Give students clues to the answers before you give them the actual answers.
(Tell them, for example, that four of the questions in an exercise have “A”
answers but do not tell them which questions. Have them figure out with other
students which four questions have “A” answers.)
Pe
• Set up situations where students debate the merits of different answers. (Ask,
for example, which students chose answer A and which students chose answer
B, and have the students debate the merits of each answer.)
• Turn exercise review into a contest. (Put students into groups after an exercise,
for example, and tell the groups that there will be a contest to see which group
has the most correct answers.)
Follow-up Activities
A
great
deal
of
interaction
is
also
possible
in
a
follow-up
activity.
Since
a
follow-
up activity
is
often
either
a
review
of
the
skill
that
has
just
been
taught
or
a
group
of
previously
taught
skills,
it
is
often
quite
effective
to
have
students
interact
with
each
other
in
pairs
or
in
groups.
Assignments
Because
assignments
are
generally
to
be
completed
outside
of
the
classroom,
they are
often
completed
individually.
However,
you
may
want
to
look
for
ways
to
make
student
interaction
a
part
of
assignments.
Here
are
some
ideas:
xvi
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Ask
students
to
complete
a
particular
assignment
in
pairs
or
in
groups.
•
(Instead
of asking
each
student
to
complete
an
exercise
and
turn
the
answers
in,
assign
groups to
complete
the
exercise
and
submit
group
answers.
Instead
of
asking
each
student to
write
a
paper
and
turn
the
paper
in,
assign
groups
to
write
the
paper
and
submit group
papers.
Instead
of
asking
individual
students
simply
to
listen
to
a
newscast
or television
program,
assign
groups
to
listen
to
and
discuss
the
newscast
or
television
program.)
• Make
students
responsible
for
other
students’
assignments.
(Assign
students
to compare
and
discuss
the
answers
to
a
particular
exercise
outside
of
class.
Assign
the students
to
have
a
writing
assignment
checked
by
another
student
or
other
students before
turning
it
in.)
• Make
student
interaction
a
specific
assignment.
(Have
the
actual
assignment
be
for
students
to
get
together
and
talk
or
write.
Have
the
actual
assignment
be
for
students
to
interact
in
English
with
non-students
outside
of
the
classroom.)
n
HOW
TO
USE
THE
ACTIVITIES
IN
THE
BOOK so
The
activities
can
be
used
in
different
ways,
depending
on
your
teaching
style
and
the
needs
of
the
students
in
your
class.
The
following
is
a
possible way to use
the
activities:
ar
Before Class
1.
Decide which activity you are going to use. Each activity is labeled with a skill
Pe
In Class
©
2015
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Inc.
Permission
granted
to
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for
classroom
use.
CLASSROOM
ACTIVITIES
xvii
Pe
ar
so
n
SECTION ONE
READING
n
so
ar
Pe
CLASSROOM
ACTIVITIES
1
Activity R1A: Understanding Vocabulary from Context
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Before class:
No preparation is necessary.
n
In class:
gamut
taciturn
square
steam
so
engender pride
baobob fold
ar
gossamer freeze
2. Explain that vocabulary questions test both difficult words that students have never
seen before and easier words with more than one meaning and that the context can
Pe
2
CLASSROOM
ACTIVITIES
©
2015
by
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Education,
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Permission
granted
to
reproduce
for
classroom
use.
Context for
easier
words
a
square
meal with all the food groups (balanced)
yell and scream to let
off
steam (emotion/anger)
a
pride
of
lions, including young and old (group)
a
struggling
business
that
may
fold (fail)
freeze
rents
instead
of
raising
them (fix)
6. Discuss the use of context in determining the meanings as a class.
n
so
ar
Pe
©
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granted
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CLASSROOM
ACTIVITIES
3
Activity R1B: Using Context to Understand Vocabulary
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
UNDERSTAND VOCABULARY FROM CONTEXT.
Before class:
so
Prepare
handouts
of
Activity
Sheet
R1B
on
page
A
160.
You
will
need
one
handout
for
every
two
students.
ar
In class:
Pe
Possible
answers
(1) small amount
(2) active during the day
(3) period
(4) think/contemplate
(5) postpone
(6) dignified
(7) matter
(8) break
(9) food and lodging
(10) predicts
4
CLASSROOM
ACTIVITIES
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Permission
granted
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use.
Activity R2A: Listing Pronouns
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
No preparation is necessary.
In class:
so
1. Divide the class into groups of 3–4. Then ask students in each group to work
ar
together for 3 minutes to list all the pronouns they know.
2. Go over the answers with the class.
Pe
Possible answers
Optional: Turn this activity into a competition by adding 1 point for each correctly
listed pronoun and subtracting 1 point for each incorrectly listed pronoun.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
5
Activity R2B: Pronoun and Referent Hunt
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
so
Prepare
handouts
of
Activity
Sheet
R2B
on
page
A
161.
You
will
need
one handout
for
every
two
students.
Optional: Use any reading passage, such as a newspaper article, a short story, or a
reading passage from students’ textbook.
ar
In class:
2. Ask students to work with their partner for 5 minutes to underline the pronouns and
draw arrows to the referents.
3. Go over the answers with the class.
Answers
(1) he refers to Mr. Hale
he refers to Mr. Hale
which refers to fine
6
CLASSROOM
ACTIVITIES
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Permission
granted
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for
classroom
use.
(3) his refers to Mr. Hale
himself refers to Mr. Hale
His refers to Mr. Hale
one refers to business plan
It refers to business plan
them refers to officials
it refers to scheme
she refers to girlfriend
which refers to steps
n
(5) he refers to Mr. Hale
We refers to officials
it refers to talent
him refers to Mr. Hale
so
his refers to Mr. Hale
ar
Optional: Turn this activity into a competition by adding 1 point for each correctly listed
pronoun and subtracting 1 point for each incorrectly listed pronoun.
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
7
Activity R3A: Dividing Sentences into Meaningful Parts
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
PARAPHRASES.
Before class:
so
Prepare
handouts
of
Activity
Sheet
R3A
on
page
A
162.
You
will
need
one handout
for
every
two
students.
ar
In class:
Pe
Possible answers
(1) While
the
drinking
of
hot
tea
beverages
has
been
around
for
at
least five
millennia
/ the
sipping
of
the
iced
version
of
the
drink /
has
been
around
for
little more
than
a
century.
(2) The
Tiffany
diamond, / extracted from the Kimberley mines in South Africa
in 1877, /
is
the
largest
flawless
and
perfectly
colored canary,
or
yellow,
diamond
that
has
ever
been
mined.
8
CLASSROOM
ACTIVITIES
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Permission
granted
to
reproduce
for
classroom
use.
(3) The
popcorn
kernel
has
a
hard
shell
with
microscopic
drops
of
water
sealed
inside
/ that,
when
heated
above
212˚F, / turns
to
steam
and
creates
enough
pressure
to
cause
the
hard shell
to
pop.
(4) The
conventional
picture
of
class
politics
is
composed
of
the
Haves,
/
who
favor
stability
to
keep
what
they
have,
/and
the
Have-Nots,
/ / who
want
a
touch
of
instability
and
change
/ in
which
to
scramble
for
things
they
have
not.
(5) When
the
Empire
State
Building
opened
for
business
in
1931
during the
Great
Depression,
/ fewer
than
a
quarter
of
the
offices
were
occupied,
/ but
building
management
turned
on
lights
in
many
of
the
empty
offices
/ so
that
no
one
would
know
how
empty
the
building
was,
n
so
ar
Pe
©
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Permission
granted
to
reproduce
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classroom
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CLASSROOM
ACTIVITIES
9
Activity R3B: Understanding the Meaningful Parts of Sentences
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class: so
Prepare
handouts
of
Activity
Sheet
R3B
on
page
A
163.
You
will
need
one
handout
for
every
two
students.
ar
In class:
2. Remind students that it is important to divide sentences into meaningful parts before
trying to paraphrase the meanings of the sentences.
3. Ask students to work with their partners to divide the sentences into meaningful parts
and then, in their own words, determine what each part means.
4. Discuss the answers with the class.
Possible answers
(1) The
outdated
custom
of
giving
an
apple
to
the
teacher
developed
during
the
days
(it
was
customary
to
give
an
apple
to
the
teacher) / when
teachers
were
paid
little
or
no
cash,
(when
teachers
received low
pay) / and
parents
gave
them
whatever
goods
or
services
they
could
in
lieu
of cash,
(parents
found
ways
other
than
cash
to
help
them)
(2) In
the
early
days
of
its
use,
(in
the
beginning) / before
people
were
fully
cognizant
of
its
effects,
(before
its
effects were
understood) / heroin
was
believed
to
be
a
non-addictive
substitute
for
very
addictive morphine;
(people
thought
heroin
was
a
safe
replacement
for
morphine) / the
name
10
CLASSROOM
ACTIVITIES
©
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Permission
granted
to
reproduce
for
classroom
use.
“heroin”
was
chosen
to
describe
the
heroic
pain-killing properties
of
the
drug.
(its
name
was
chosen
because
it
was
believed
to be
heroic)
(3) People
once
believed
that
their
souls
could
escape
through
their
open
mouths
when
they
yawned,
(people
thought
they
lost
their
souls
when they
yawned) / so
the
custom
of
covering
one’s
mouth
when
one
yawned
developed (they
began
covering
their
mouths
when
they
yawned) / not
so
much
as
a
way
of
preventing
others
from
seeing
one’s
open mouth
/
but
from
the
desire
to
bar
the
soul’s
path
of
exit.
(this
was
to keep
their
souls
inside)
(4) Democracy advocates both individualism and responsibility to society; (duty
to
self
and
to
society
are
both
part
of
democracy) / however,
the
democratic
self
is
torn
between
the
duty
to
self,
which
is
implied
by
the
concepts
of
equality
and
fraternity, (equality
and fraternity
mean
duty
to
society)
/
and the
duty
to
society
/ which
is
implied
by
the
concept
of
liberty.
(liberty
means
duty
to
self)
/ (but
these
two
duties
are
conflicting)
(5) Having
been
rescued
by
some
literary
critics
from
neglect
(literary critics
started
paying
attention
to
Jane
Austen) / and
indeed
gradually
lionized
by
some,
(and
some
had
a
really
high opinion
of
her) / Jane
Austen
steadily
n
reached,
by
the
mid-nineteenth
century,
the enviable
pinnacle
(by
the
1850s
she
had
reached
the high point) of
being
considered
controversial.
(critics
debated
her
value) so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
11
Activity R4A: Using Transitions to Order Short Passages
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
INTO THE PASSAGE.
Before class:
so
Prepare
handouts
of
Activity
Sheet
R4A
on
page
A
164.
You
will
need
one
handout
for
every
two
students.
ar
In class:
Pe
Answers
Paragraph A
(1) Before
1930
only
men
worked
on
the
planes
belonging
to United
Airlines.
(2) A
woman
named
Ellen
Church
decided
to
change
this situation.
(3) She
convinced
the
managers
of
United
Airlines
to
hire
some
women.
(4) She
convinced
them
that
more
men
would
ride
planes
if
women
were on
them.
12
CLASSROOM
ACTIVITIES
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2015
by
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Permission
granted
to
reproduce
for
classroom
use.
(5) These men
would
be
less
fearful
of
taking
planes
if
they
knew
that women
were
not
afraid
to
fly.
Paragraph
B
(6) There
were
many
requirements
for
early
female
flight
attendants.
(7) First, they
had
to
be
small
in
size.
(8) This
was
not
just
because
it
was
considered
attractive
but
because
the planes
could
not
handle
too
much
weight.
(9) They
also
had
to
be
single
because
it
was
believed
that
married women
would
not
be
as
loyal
to
their
employers
as
single
women.
(10) Last
but
not least,
they
had
to
be
registered
nurses
in
order
to
care
for the
passengers
and
crew.
Paragraph
C
(11) Early
female
flight
attendants
earned
a
relatively
small
wage
for
a
tremendous
amount
of
work.
(12)They
earned
$125
for
100
hours
of
flying.
n
(13)They
had
to
work
really
hard
to
earn
this
money,
both
in
the
air
and on
the
ground.
(14)
In
the
air,
they
had
to
serve
and
care
for
the
passengers.
(15)
In
addition to these
responsibilities
in
the air,
they
also
had responsibilities
on
the
ground,
including
cleaning
the
inside
and outside
of
the
plane,
loading
and
so
unloading
luggage,
and
pushing
the plane
in
and
out
of
the
hangar.
ar
Pe
©
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Permission
granted
to
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for
classroom
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CLASSROOM
ACTIVITIES
13
Activity R4B: Using Transitions to Order a Long Passage
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
INSERT SENTENCES INTO THE PASSAGE.
Before class:
so
Prepare
handouts
of
Activity
Sheet
R4B
on
page
A
166.
You
will
need
one
handout
for
every
two
students.
ar
In class:
Pe
Answers
(1) You
might
not
believe
the
story
I’m
going
to
tell
you,
but
it
is
a true
story.
(2) This
strange
but
true
story
has
to
do
with
an
unusual
will.
(3) A
will
is
a
document
showing
what
will
happen
with
your
money
after your
death,
and
this
was
the
will
of
a
female
member
of
a
well-known business
family.
(4) The
woman
in question
was
Daisy
Singer
Alexander,
a
member
of
the
family
that
created
Singer
Sewing
Machines.
(5) Daisy
was
living
in
London,
England,
in
1937.
14
CLASSROOM
ACTIVITIES
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granted
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for
classroom
use.
(6) In
that year
she
decided
she
needed
to
write
a
will,
given
that
she
was worth
a
fair
amount
of
money.
(7) The
will
that she
wrote
said,
in
part:
“I
leave
my
entire
estate
to
the person
who
finds
this
bottle,”
and
she
stuffed
the
will
into
a
bottle.
(8) She
took
the
bottle
with
the
will
in
it
down
to
the
Thames
River
near her
home.
(9) She
threw
the
bottle
into
the
river.
(10) From
its starting point
in
the
river,
the
bottle
eventually
made
its
way to
the
other
side
of
the
world.
(11) After
a
twelve-year
trip,
the
bottle
landed
on
a
beach
in
San Francisco,
California.
(12) A
man
walking
along
this
particular
California
beach
found
the
bottle.
(13) The
man’s
name
was
Jack.
(14)
Jack
opened
the
bottle
and
read
the
message.
(15)
He
decided
to
investigate
whether
the
message
was
true.
(16)
He
found
out
that
the
message
was
indeed
real
and
that
he
had millions
of
dollars
coming
to
him.
n
so
ar
Pe
©
2015
by
Pearson
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Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
15
Activity R5A: Finding Detail Answers
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
INFORMATION.
Before class:
so
Prepare handouts of Activity Sheet R5A on page A 167. You will need one handout
for each student.
ar
In class:
Pe
1. Give each student a handout and then explain that the most important first step in
answering detail questions is finding the part of the passage where the question is
answered.
2. Have students choose key words or ideas from the questions and scan the passage for
those key words or ideas.
3. Ask students to find answers to the questions as quickly as possible (without reading
the entire passage).
4. Go over the answers with the class.
Answers
Paragraph
A
(1) in
the
1960s
(2) seventeen
(3) to
pay
for
his
studies
(4) salesclerks,
waitpersons,
lifeguards,
camp
counselors
Paragraph B
16
CLASSROOM
ACTIVITIES
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granted
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classroom
use.
(5) Bridgeport
(6) Connecticut
(7) $2,000
(8) from
a
friend
of
his
family
Paragraph
C
(9) not
very;
things
did
not
work
out
well
(10) little
planning
and
limited
time
(11) processes
to
deal
with
finances,
inventory,
and
marketing
(12) He
was
a
student
at
the
University
of
Bridgeport.
Paragraph
D
(13) through
trial
and
error
(14)
to
have
a
business
plan
and
to
have
control
over
processes
(15)
to
open
more
sandwich
shops
(16)
sixteen
(17)
200
n
(18)
tens
of
thousands
so
ar
Pe
©
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granted
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classroom
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CLASSROOM
ACTIVITIES
17
Activity R5B: Finding and Restating Detail Answers
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Reading Skill 5: FIND
n
FACTUAL INFORMATION.
Before class:
so
Prepare
handouts
of
Activity
Sheet
R5B
on
page
A
169.
You
will
need
one
handout
for
each
student.
ar
In class:
Pe
1. Divide the class into groups of 3–4 and give each student a handout. Then remind
them that answers to detail questions will most likely be restatements of the
information in the passage.
2. Have students choose key words or ideas from the questions and scan the passage for
those key words or ideas.
3. Ask students to find answers to the questions as quickly as possible (without reading
the entire passage). Then have students in each group discuss ways to restate the
answers they find in the passage.
4. Go over the answers with the class.
Possible answers
Paragraph
A
(1) “in
the
maturation
process”
(as
the
baby
ages
from
newborn
to
adult)
(2) “somewhere
in
the
neighborhood
of
270
to
300
bones”
(most
likely more
than
270
and
less
than
300)
(3) “approximately
206”
(in
the
neighborhood
of
206)
18
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classroom
use.
Paragraph B
(4) “because
of
processes
that
occur
as
a
baby
grows
to
maturity”
(due
to what
happens
as
a
baby
ages)
(5) “soft”
and
“small”
(not
very
hard
and
tiny)
(6) “calcium
from
milk
and
other
dairy
products”
(any
foods
that
contain
calcium,
such
as
dairy
products)
(7) “growth
of
the
bones
eventually
ceases
.
.
.
something
that
tends
to
occur
earlier in
females
than
in
males”
(in
girls)
Paragraph
C
(8) “Bone
fusion
.
.
.
the
processes
of
bone
growth
and
hardening”
(bones
hardening and some growing together)
(9) “these
two
sides
of
the
skull”
(the
bones
at
the
top
of
the
head)
(10) “the
collarbone
is
generally
the
last
bone
to
fuse”
(bones
connecting the arms
to the body)
(11) “approximately
five
percent”
(one
out
of
twenty)
n
so
ar
Pe
©
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granted
to
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for
classroom
use.
CLASSROOM
ACTIVITIES
19
Activity R6A: Understanding Information That Is Not True and Not
Mentioned
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class: so
Prepare
handouts
of
Activity
Sheet
R6A
on
page
A
171.
You
will
need
one
handout
for
each
student.
ar
In class:
passage
(not
in
the
passage)
or
not
true
(untrue
according
to
the
passage).
3. Have
students
read
the
passage.
4. Discuss
with
students
whether
each
statement
below
the
passage
is true
(T),
not
true
(NT),
or
not
mentioned
(NM).
Answers
(1) not mentioned (NM)
true (T)
(2) true (T)
not mentioned (NM)
(3) not true (NT)
not mentioned (NM)
(4) not mentioned (NM)
not true (NT)
(5) not true (NT)
not mentioned (NM)
20
CLASSROOM
ACTIVITIES
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by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity R6B: Identifying Information That Is Not True and Not
Mentioned
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Ttest
®
iBT , 3E
n
Before class:
Prepare
handouts
of
Activity
Sheet
R6B
on
page
A
172.
You
will
need
one
handout
for
each
student.
so
In class:
ar
1. Divide the class into groups of 3–4 and give each student a handout.
2. Remind students that “negative facts” questions may be either not mentioned in
the passage (not in the passage) or not true (untrue according to the passage).
Pe
Answers
Paragraph
A
(1) true
(T)
(2) not
true
(NT)
(3) not
mentioned
(NM)
(4) not
true
(NT)
Paragraph
B
(5) not
true
(NT)
(6) not
true
(NT)
(7) not
mentioned
(NM)
(8) true
(T)
(9) not
true
(NT)
©
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CLASSROOM
ACTIVITIES
21
Paragraph C
(10) not
mentioned
(NM)
(11) true
(T)
(12) not
true
(NT)
(13) not
mentioned
(NM)
(14)
true
(T)
n
so
ar
Pe
22
CLASSROOM
ACTIVITIES
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2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity R7A: Making Inferences from Statements
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
No preparation is necessary. so
In class:
1. Explain
that
an
inference
is
not
directly
stated
but
is
instead
a
conclusion that
is
ar
drawn
from
a
stated
fact.
2. Give
students
a
stated
fact
(by
saying
it
aloud
or
writing
it
on the
board).
3. Have
students
suggest
possible
inferences
that
can
be
drawn
from
this stated
fact.
Pe
STATED FACTS
(1) Bob
rode
his
bike
to
work
instead
of
driving
a
car.
(2) Cathy
did
not
come
home
on
time.
(3) The
mother
had
tears
in
her
eyes.
(4) Steve
kept
looking
at
his
watch.
(5) The
teacher
had
a
funny
look
on
her
face.
Possible answers
(1) Bob’s
car
had
broken
down.
Bob
wanted
to
get
some
exercise.
Bob
could
not
afford
gas.
Bob
was
interested
in
protecting
the
environment.
(2) Cathy was
not
punctual.
©
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CLASSROOM
ACTIVITIES
23
Cathy
had
an
accident.
Cathy
stayed
late
at
work.
Cathy
had
a
secret
meeting
with
her
boyfriend.
(3) The mother
was
upset.
The
mother
was
very
happy.
The
mother
had
gotten
something
in
her
eyes.
The
mother
was
chopping
an
onion.
(4) Steve was
a
nervous
person.
Steve
was
worried
he
was
going
to
be
late.
Steve
was
bored.
Steve
had
a
new
watch.
(5) She was
feeling
a
little
sick.
She
was
worried.
Students
had
given
a
funny
answer.
Students
had
given
a
strange
answer.
n
so
ar
Pe
24
CLASSROOM
ACTIVITIES
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by
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Permission
granted
to
reproduce
for
classroom
use.
Activity R7B: Making Inferences from a Passage
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Before class:
n
Prepare
handouts
of
Activity
Sheet
R7B
on
page
A174.You
will
need
one handout
for
each
student.
In class:
1. Put
students
in
groups
of
3–4 and give
each
student
a
handout.
so
2. Have
each
group
select
one
member
to
record
its
inferences.
ar
3. Have
the
groups
draw
possible
inferences
from
the
passage.
4. Review
the
answers
as
a
class.
Pe
Possible answers
Paragraph
A
The
Latin
word
meaning
“and”
is
“et.”
The
ampersand
does
not
look
exactly
like
an
“e”
and
a
“t.”
Paragraph
B
The
ampersand
was
the
last
letter
in
the
alphabet
in
the
early nineteenth
century.
The
alphabet
in
the
early
nineteenth
century
had
twenty-seven
letters.
Paragraph
C
The
name
for
the
symbol
developed
by
chance/informally.
The
word
“ampersand”
came
from
the
expression
and
per
se
“and.”
Paragraph D
The
ampersand
used
to
be
used
as
a
general
replacement
for
and.
The
ampersand
is
used
in
specific
rather
than
general
situations
today.
©
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Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
25
Activity R8A: Determining Rhetorical Purpose
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class: so
Prepare
handouts
of
Activity
Sheet
R8A
on
page
A
175.
You
will
need
one
handout
for
each
student.
ar
In
class:
1. Put
students
in
groups
of
3–4
and
give
each
student
a
handout.
2. Explain
that
purpose
questions
are
asking
why
something
appears
in
a reading
Pe
passage.
3. Have
the
groups
discuss
the
purpose
of
each
of
the
expressions
in
bold
in the
passage and then match
their
responses
with
the
purpose
answers
following the
passage.
4. Review
the
answers
as
a
class.
Answers
(1) D
(2) A
(3) H
(4) F
(5) B
(6) E
(7) C
(8) G
26
CLASSROOM
ACTIVITIES
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by
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Education,
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Permission
granted
to
reproduce
for
classroom
use.
Activity R8B: Completing Rhetorical Purpose Ideas
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
Prepare
handouts
of
Activity
Sheet
R8B
on
page
A
176.
You
will
need
one
so
handout
for
every two
students.
ar
In class:
2. Have
pairs
discuss
ways
to
complete
each
numbered
item.
Pairs should
pay
careful
attention
to
the
purpose
of
the
expression
in
bold
in each
item.
3. Review
the
answers
as
a
class.
Possible
answers
(1) they
got
good
grades (A
result
will
follow
consequently.)
(2) the
theory
is
probably
not
true (The
opposite
will
follow
however.)
(3) the
whale
is
a
mammal
that
lives
in
the
ocean (An
example
will
follow
for
instance.)
(4) it
also
practices
on
the
weekends (Additional
information
follows
moreover.)
(5) she
is
a
multimillionaire (Information
for
emphasis
will
follow
in
fact.)
(6) gave
us
positive
comments (The
opposite
will
follow
on
the
other
hand.)
(7) we
had
no
idea
we
would
do
so
well (A
restatement
will
follow
that
is
to
say.)
(8) the
project
was
unsuccessful (Something
unexpected
follows
nonetheless.)
n
so
ar
Pe
28
CLASSROOM
ACTIVITIES
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classroom
use.
Activity R9A: Filling in a Summary Chart
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
Prepare
handouts
of
Activity
Sheet
R9A
on
page
A
177.
You
will
need
one
handout
for
each
student.
In class:
so
1. Give
each
student
a
handout.
ar
2. Explain
that
every
reading
passage
on
the
test
will
be
accompanied
by either
a
summary
chart
or
a
schematic
table,
that
summary
charts
will be
covered
here,
and
that
a
summary
chart
consists
of
an
introductory statement
and
three
main
points.
Pe
3. Explain
that
this
type
of
question
is
about
the
major
points
and
critical supporting
details
and
that
the
information
is
found
throughout the
passage.
4. Have
students
look
at
the
given
summary
chart.
Ask
them
how
many
introductory
statements
there
will
be
(one)
and
how
many
main
points there
will
be
(three).
5. Ask students to read the passage and fill in the chart with the introductory
statement and three main points.
6. Discuss
the
answers
together
as
a
class.
Possible answer
There are reasons that Acoma, New Mexico, and not St. Augustine, Florida, should
be considered the oldest city in the United States.
• It is indeed centuries older.
• It has been continuously occupied.
• It is in the continental United States. Activity R9B: Creating Summary Charts
©
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CLASSROOM
ACTIVITIES
29
Activity R9B: Filling in a Summary Chart
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Before class:
n
Prepare
handouts
of
Activity
Sheet
R9B
on
page
A
178.
You
will
need
one
handout
for
each
student. so
In class:
1. Put
students
in
groups
of
3–4 and give
each
student
a
handout.
ar
2. Have
the
groups
read
the
passages
and
create
a
summary
chart
for
each
of the
passages.
3. Ask
the
groups
to
share
their
summary
charts
with
other
groups
by
drawing
them
on
the
board
or
on
large
pieces
of
paper
posted
around
the
room.
Pe
4. Have
the
class
as
a
whole
discuss
the
strengths
and
weaknesses
of
the summary
charts.
Possible answers
PASSAGE
A:
Superglue
There
are
varied
uses
for
superglue.
• to create strong bonds
• to seal wounds (doctors)
• to check for fingerprints (detectives)
30
CLASSROOM
ACTIVITIES
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for
classroom
use.
• never strikes the same place twice
• always strikes the tallest object
n
so
ar
Pe
©
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Inc.
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granted
to
reproduce
for
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use.
CLASSROOM
ACTIVITIES
31
Activity R10A: Completing a Schematic Table
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Before class:
Prepare
handouts
of
Activity
Sheet
R10A
on
page
A
180.
You
will
need
one
handout
for
each
student.
n
In class: so
1. Give
each
student
a
handout.
2. Explain
that
every
reading
passage
on
the
test
will
be
accompanied
by either
a
summary
chart
or
a
schematic
table,
that
schematic
tables
will
be covered
here,
and
that
a
schematic
table
consists
of
two
or
three
categories and
five
or
seven
ar
pieces
of
information
about
these
categories.
3. Explain
that
this
type
of
question
is
about
the
major
points
and
critical
supporting
details
and
that
the
information
is
found
throughout the
passage.
4. Have
students
look
at
the
given
schematic
table on Activity Sheet R10A.
Ask
Pe
them
how many
categories
there
are
in
this
table
(three)
and
how
many
pieces
of
information
there
will
be
about
these
categories
(seven).
5. Have
students
read
the
passage
and
fill
in
the
schematic
table
with
the categories
and
pieces
of
information.
6. Discuss
the
answers
together
as
a
class.
Possible
answers
François-Marie
Arouet
• used a pen name to protect himself and his family
• used the pen name Voltaire
Mary
Ann
Evans
• used a pen name to have her work taken seriously
• used the male pen name George Eliot
Samuel
Clemens
• used a pen name because it was fashionable
• used a pen name to honor the Mississippi River
• used the pen name Mark Twain
32
CLASSROOM
ACTIVITIES
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granted
to
reproduce
for
classroom
use.
Activity R10B: Creating Schematic Tables
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT test
iBT, 3E
The purpose of this activity is to reinforce the information in Reading Skill 10:
COMPLETE ORGANIZATIONAL (SCHEMATIC) TABLES.
Before class:
Prepare handouts of Activity Sheet R10B on page A 181. You will need one
n
handout
for
each
student.
In class:
1. Put
students
in
groups
of
3–4 and give
each
student
a
handout.
so
2. Ask
the
groups
to
read
the
passages
and
create a
schematic
table
for
each
of the
passages.
ar
3. Have
the
groups
share
their
schematic
tables
with
other
groups
by
drawing them
on
the
board
or
on
large
pieces
of
paper
posted
around
the
room.
4. Invite
the
class
as
a
whole
to
discuss
the
strengths
and
weaknesses
of
the
schematic
tables.
Pe
©
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CLASSROOM
ACTIVITIES
33
Possible
answers
PASSAGE
A:
Poisonous
Snakes
king
cobra
• lives in southern Asia
• is the largest poisonous snake (up to six meters in length)
taipan
• lives in Australia
• measures approximately three meters in length
• has the most toxic venom
black
mamba
• lives in Africa
n
• measures up to five meters in length
34
CLASSROOM
ACTIVITIES
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granted
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for
classroom
use.
PASSAGE
C:
The
Young
U.S.
Democracy
Locke
• believed that individuals had natural rights
• believed that natural rights were rights of life, liberty, and
property
• believed that citizens had a right to replace the government
if
the
government
did
not
respect
the citizens’
natural
rights
Montesquieu
• believed that power in government had to be balanced
• believed that the best way to balance power was to separate
power
into
three
branches
of
government
n
so
ar
Pe
©
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Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
35
SECTION TWO
LISTENING
n
so
ar
Pe
36
CLASSROOM
ACTIVITIES
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2015
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reproduce
for
classroom
use.
Activity L1A: Choosing a Gist Statement
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
The purpose of this activity is to introduce Listening Skill 1: UNDERSTAND THE
GIST. so
Before class:
Prepare
handouts
of
Activity
Sheet
L1A
on
page
A
184.
You
will
need
one
ar
handout
for
each
student.
In class:
Pe
1. Read the following passage on European Eels to the class and have students take
notes on the main points of the passage as you read it.
2. Review the notes together as a class.
3. Put students in pairs and give each pair a handout.
4. Have pairs discuss the strengths and weaknesses of the possible gist statements on
the handout.
5. Review the answers as a class.
The
European
eel
is
a
snake-like
fish
that
can
grow
to
lengths
of
a
meter or
more.
A
mystery
surrounding
this
creature,
one
related
to
where
it
gave birth
to
and
raised
its
young,
is
now
better
understood.
The
reason
that
there was
a
question
in
the
past
about
where
young
European
eels
were
found
was that,
while
full-grown
eels
existed
in
the
rivers
of
Europe
in
great
numbers,
no young
eels
had
ever
been
found
there.
©
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for
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use.
CLASSROOM
ACTIVITIES
37
In
the
beginning
of
the
twentieth
century,
scientists
discovered
that
there was
a
good
reason
why
no
young
eels
were
found
in
the
rivers
of
Europe.
This reason
was
that
European
eels
migrated
far
from
the
rivers
and
out
into
the middle
of
the
Atlantic
Ocean
to
bear
their
young;
the
young
eels
then
reached maturity
on
the
long
trip
back
to
the
rivers
of
Europe.
The
migration
that
the eels
undergo
is
quite
a
lengthy
process.
It
is
a
migration
that
takes
three
years to
complete
and
covers
the
5,000
to
6,000
miles
between
Europe
and
the
area in
the
middle
of
the
Atlantic
Ocean
where
the
eels
go
to
bear
their
young.
Sample notes
n
Answers
(1) incorrect—too
general
so
(2) incorrect—inaccurate
information
(3) incorrect—too
specific
ar
(4) incorrect—too
general
(5) incorrect—inaccurate
information
(6) correct
(7) incorrect—too
specific
Pe
38
CLASSROOM
ACTIVITIES
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for
classroom
use.
Activity L1B: Coming Up with Gist Statements
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
UNDERSTAND THE GIST.
Before class:
so
Prepare
handouts
of
Activity Sheet L1B on page A 185. Cut the handouts so that
each passage can go to a different student. You will need one set of passages for each
ar
group of 3–6 students.
In class:
Pe
1. Put
students
in
groups
of
3–6 and give
one
student
in
each
group
the
first
passage.
2. Have
the
designated
students
read
the
first
passage
to
the
group
and
ask the other
members of the
group
to
take
notes
on
the
details
of
the
passage.
3. Have
the
groups
review
their
notes
together.
Group
members
may
ask
the reader
questions
about
the
passage
but
may
not
look
at
the
passage.
4. Collect
the
passage
from
the
reader
in
each
group.
5. Tell
groups
to
come
up
with
a
gist
statement
for
the
passage.
6. Continue
the
same
way
for
the
remaining
two
passages.
7. Review
the
answers
as
a
class.
Sample
notes
TOPIC:
possible
confusion
about
Listerine
main points
about this
possible
confusion:
• product was created by Joseph Lawrence and not by Joseph Lister
©
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Inc.
Permission
granted
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classroom
use.
CLASSROOM
ACTIVITIES
39
• product was named after Joseph Lister (surgeon well known for his work on
the
need
for
cleanliness
in
medicine)
Answer
The
gist
statement
should
include
these
ideas:
possible
confusion
about
Listerine,
product
named
for
Lister
but
not
created
by
Lister
Sample
notes
TOPIC:
ceruse
(dangerous
sixteenth-century
product
to
whiten
skin)
main
points about
ceruse:
• could whiten skin (fashionable at the time)
• caused lead poisoning (resulting in many health problems, including
death)
n
Answer
so
The
gist
statement
should
include
these
ideas:
ceruse
was
fashionable but
dangerous.
ar
PASSAGE
C:
The
Canary
Islands
Pe
Sample
notes
TOPIC:
an
inaccurate
belief
about
the
name
of
the
Canary
Islands
main
points
about this
incorrect
belief:
• name came from dogs there (Latin canus
means
“dog”)
• name didn’t come from birds there (birds named after island)
Answer
The
gist
statement
should
include
these
ideas:
incorrect
belief
about
Canary
Islands,
name
from
dogs
and
not
from
birds.
40
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity L2A: Listening for Details
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Before class:
n
No preparation is necessary.
In class:
1. Read
the
passage
on
Earth
to
the
class
and
have
students
take
notes on
the
details
of
the
passage
as
you
read
it.
so
2. Review
the
notes
together
as
a
class.
ar
3. Read
the
questions
to
the
class and have
students
answer
the
questions
based
on
the
notes
they
took.
4. Review
the
answers
as
a
class.
Pe
PASSAGE: Earth
In
size,
Earth
is
only
the
fifth
largest
of
the
planets
that
orbit
our
Sun. Jupiter
is
the
largest
planet
and
is
much
larger
than
Earth.
The
relative diameters
of
Earth
and
Jupiter
clearly
show
how
much
larger
Jupiter
is than
Earth.
Diameter
is
a
measurement
across
a
circle
through
its
center. The
diameter
of
Earth
is
13,000
kilometers,
while
the
diameter
of
Jupiter is
more
than
ten
times
that
of
Earth.
Statistics
about
circumference
also clearly
demonstrate
the
relative
sizes
of
Earth
and
Jupiter.
Circumference is
the
measurement
around
a
circle.
The
circumference
of
Earth
is
in
the neighborhood
of
40,000
kilometers,
while
the
circumference
of
Jupiter
is around
450,000
kilometers.
In
terms
of
shape,
we
think
of
Earth
as
spherical,
or
ball-shaped,
but Earth
does
not
have
the
shape
of
a
perfect
sphere.
Earth’s
shape
is
somewhat flattened
out,
so
its
circumference
is
slightly
bigger
around
the
equator
than when
the
circumference
is
measured
from
north
to
south
and
back
around
the planet
through
the
North
and
South
poles.
©
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Permission
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classroom
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CLASSROOM
ACTIVITIES
41
Earth
is
constantly
moving
around
the
Sun
on
a
path
that
is
called
an orbit.
It
takes
one
year,
or
around
365
days,
for
Earth
to
complete
one
orbit around
the
Sun.
The
path
of
Earth’s
orbit,
or
the
distance
it
travels
around the
Sun,
is
tremendous.
In
fact,
Earth’s
orbit
is
940
million
kilometers.
That’s right,
Earth
travels
just
under
a
billion
kilometers
as
it
orbits
the
Sun
each year.
Although
it
is
difficult
for
someone
standing
on
Earth’s
surface
to
tell this,
Earth
is
actually
moving
at
a
tremendous
rate
of
speed
as
it
orbits the
Sun.
Earth
travels
more
than
30
kilometers
every
second,
or
more
than 100,000
kilometers
per
hour
as
it
moves
around
the
Sun.
Sample
notes
TOPIC:
statistics
about
Earth
Earth’s
size
• fifth largest of Sun’s planets
• diameter = 13,000 km. (less than 1/10 that of Jupiter)
• circumference = 40,000 km. (less than 1/10 that of Jupiter)
n
Earth’s
shape
• is not a perfect sphere
• is slightly flat at top and bottom
• has bigger circumference east to west than north to south
so
Earth’s
orbit
ar
• 365 days to orbit the Sun
• 940 million km. to orbit Sun
• 30 km. per second (100,000 km. per hour) to orbit Sun
Pe
QUESTIONS
(1) How
many
of
the
Sun’s
planets
are
larger
than
Earth?
(2) What
is
the
measurement
of
Earth
through
its
center?
(3) How
much
larger
is
Jupiter’s
diameter
than
Earth’s?
(4) What
is
the
measurement
of
Earth
around
its
center?
(5) How
much
larger
is
Jupiter’s
circumference
than
Earth’s?
(6) Earth
is
almost
shaped
like
what?
(7) Where
is
Earth
slightly
flattened?
(8) Where
is
Earth’s
circumference
the
biggest?
(9) Where
is
Earth’s
circumference
the
smallest?
(10) Where
does
Earth’s
orbit
take
it?
42
CLASSROOM
ACTIVITIES
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2015
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Education,
Inc.
Permission
granted
to
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for
classroom
use.
(11) How
long
does
Earth’s
orbit
take?
(12) How
fast
does
Earth
travel
on
its
orbit?
Answers
(1) four
(2) 13,000
kilometers
(3) more
than
ten
times
(4) 40,000
kilometers
(5) more
than
ten
times
(6) like
a
sphere,
or
ball
(7) at
the
poles
(8) through
the
equator,
measured
from
east
to
west
(9) measured
from
north
to
south
(10) around
the
Sun
(11) 365
days,
or
one
year
n
(12) 30
kilometers
per
second,
or
100,000
kilometers
per
hour
so
ar
Pe
©
2015
by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
43
Activity L2B: Listening for Details
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
UNDERSTAND THE DETAILS.
Before class:
so
Prepare
handouts
of
Activity
Sheet
L2B
on
pages A
187.
Cut
the handouts
so
that
each
passage
and
each
set
of
questions
can
go
to
a
different student.
You
will
need
one
ar
set
of
passages
and
one
set
of
questions
for
each group
of
3–6
students.
In
class:
Pe
1. Put
students
in
groups
of
3–6 and give
one
student
in
each
group
the
first
passage.
2. Have
the
designated
student
read
the
first
passage
to
the
group
and
have the
group
take
notes
on
the
details
of
the
passage.
3. Have
the
groups
review
their
notes
together.
Group
members
may
ask
the reader
questions
about
the
passage
but
may
not
look
at
the
passage.
4. Collect
the
passage
from
the
reader
in
each
group
and
distribute
the
first set
of
questions
to
the
reader
(or
to
a
different
member
of
each
group).
5. Have
the
reader
ask
the
group
questions. The other students in the group should
answer the
questions.
6. Continue
the
same
way
for
the
other
passage.
7. Review
the
answers
as
a
class.
44
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ACTIVITIES
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Permission
granted
to
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for
classroom
use.
Answers
PASSAGE
A:
An
Antique
(1) in
1988
(2) an
antique
shop
(3) dirty
and
old
(4) a
Bostonian
(5) $18
(6) $15
(7) Edgar
Allan
Poe
(8) Poe’s
early
poems
(9) sold
it
at
an
auction
(10) $200,000
n
(1) in
1874
(2) it
was
the
beginning
of
American-style
football
(3) McGill
University
and
Harvard
University so
(4) football
using
the
feet
to
handle
the
ball
(5) football
using
the
hands
to
handle
the
ball
(6) to
play
different
kinds
of
football
in
the
two
halves
of
the
game
(7) mainly
with
their
feet
(8) mainly
with
their
hands
ar
(9) Harvard’s
rules
(10)McGills’s
rules
Pe
Optional:
Turn
this
activity
into
a
competition
by
adding
1
point
for
each
correct answer
and
subtracting
1
point
for
each
incorrect
answer.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
45
Activity L3A: Understanding Functions of Statements
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
No preparation is necessary. so
In class:
ar
1. Explain
that
function
questions
are
asking
why
the
speaker
says
something.
2. Read
each
statement
one
at
a
time
to
the
class.
3. Have
students
guess
the
function
(why
the
speaker
might
say
this).
Pe
FUNCTION
STATEMENTS
(1) Excuse
me,
but
could
you
repeat
that?
(2) What’s
up?
(3) Some
of
you
seem
to
think
that
class
starts
at
9:05.
(4) Excuse
me,
but
.
.
.
(5) You’ve
made
a
good
point,
but
.
.
.
(6) If
I
had
time,
I’d
do
it
.
.
.
really.
(7) I’ll
be
with
you
in
a
minute.
(8) Now
let
me
switch
gears
.
.
.
(9) We’ll
see.
(10) I’ll
call
you
sometime.
46
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Possible
answers
(1) to
show
he/she
doesn’t understand
(2) to
open
a
conversation
(3) to
remind
students
not
to
be
late to
class
(4) to
interrupt
(5) to
disagree
(6) to
refuse
(7) to
show
he/she
is
not
ready
(8) to
change
a
topic
(9) to
end
a
conversation
(10) to
put
someone
off
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
47
Activity L3B: Determining Functions in Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
UNDERSTAND THE FUNCTION.
Before class:
so
Prepare
handouts
of
Activity
Sheet
L3B
on
page
A
189.
You
will
need
one
handout
for
each student.
ar
In class:
Pe
1. Put
students
in
groups
of
3–4 and give
each
student
a
handout.
2. Have
one
pair
in
each
group
read
the
first
dialogue
to
the
group.
3. Ask
the
groups
to
discuss
the
function
of
each
of
the
numbered
expressions in
bold.
4. Continue
the
same
way
for
the
remaining
two
dialogues.
5. Review
the
answers
as
a
class.
Answers
DIALOGUE
A:
Exam
(1) to
show
that
he/she
already
knows
this
(2) to
suggest
studying
together
(3) to
clarify
what
he/she
just
said
(4) to
suggest
someone
else
he/she
could
prepare
with
48
CLASSROOM
ACTIVITIES
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Permission
granted
to
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for
classroom
use.
(1) to
ask
for
help
(2) to
show
that
there
is
a
good
reason
for
what
happened
(3) to
indicate
agreement
(4) to
change
the
topic
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
49
Activity L4A: Guessing the Speaker’s Stance
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
No preparation is necessary. so
In class:
1. Explain
that
stance
questions
are
asking
how
the
speaker
feels.
ar
2. Read
each
statement
one
at
a
time
to
the
class.
3. Have
students
try to determine
the
speaker’s
stance
(how
the
speaker
might
feel).
Pe
STANCE
STATEMENTS
(1) Perhaps
you
should
have
spent
more
time
on
this.
(2) It
costs
how
much?
(3) I’m
so
sorry
that
happened
to
you.
(4) You
have
come
to
.
.
.
uh
.
.
.
an
interesting
conclusion.
(5) I
don’t
know
if
I
could
have
done
any
better!
(6) I
like
the
way
you
started
the
paper.
(7) The
paper’s
due
in
only
two
days.
(8) Six
of
one,
half
dozen
of
the
other.
(9) That’s
what
happens
when
you
act
without
thinking.
(10) It’s
the
thought
that
counts.
50
CLASSROOM
ACTIVITIES
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2015
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Permission
granted
to
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for
classroom
use.
Answers
(1) unimpressed
(2) surprised
(3) sympathetic
(4) not
in
agreement
(5) impressed
(6) unimpressed
with
the
rest
(7) worried
(8) unconcerned
or
ambivalent
(9) unsympathetic
(10) appreciative
of
the
effort
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
51
Activity L4B: Determining the Speaker’s Stance
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
UNDERSTAND THE SPEAKER’S STANCE.
Before class:
so
Prepare
handouts
of
Activity
Sheet
L4B
on
pages A
191.
The
handouts are
on
separate
sheets
so
that
each
passage
can
go
to
a
different
pair
of students.
You
will
ar
need
one
set
of
passages
for
each
group
of
3–6
students.
In
class:
Pe
1. Put
students
in
groups
of
3–6 and give
one
student
in
each
group
the
first
passage.
2. Have
one
pair
read
a
dialogue
to
the
group
and
have
the
group
take
notes on
the
dialogue.
3. Have
the
groups
review
their
notes
together.
4. Ask
the
groups
to
determine
the
stance
of
each
of
the
speakers
in the
dialogue.
5. Have
the
groups
come
up
with
statements that represent each speaker’s stance.
6. Continue
the
same
way
for
the
remaining
two
dialogues.
7. Review
the
answers
as
a
class.
Possible answers
DIALOGUE
A:
Major
The
student’s
stance:
is
eager
to
procrastinate
The
student
might
say:
“Why
do
something
now
when
I
can
put
it
off until
later?”
The
advisor’s
stance:
is
adamant
or
definite
about
getting
it
done
now
52
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ACTIVITIES
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2015
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Education,
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Permission
granted
to
reproduce
for
classroom
use.
The
advisor
might
say:
“Why
put
it
off
when
you
can
do
it
now?”
n
The
professor
might
say:
“It’s
difficult,
but
you
can
do
it!”
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
53
Activity L5A: Understanding Listening Organization Questions
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
ORGANIZATION.
Before class:
so
Prepare
handouts
of
Activity
Sheet
L5A
on
pages A
194. You will need one
handout for each student.
ar
In
class:
Pe
54
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ACTIVITIES
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Permission
granted
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for
classroom
use.
PASSAGE
A:
Formation
of
Coal
Coal
is
a
fossil
fuel
that
was
created
millions
of
years
ago.
It
is
called
a fossil
fuel
because
it
formed
from
the
fossilized
remains
of
formerly
living beings.
Coal
started
out
as
plants
in
the
hot,
swampy
forests
of
the
young Earth.
Much
of
today’s
coal
actually
started
out
as
large
ferns
in
the swamplands
of
the
prehistoric
world.
The
next
step
in
the
process
was
that these
living
plants
eventually
died.
After
the
prehistoric
ferns
died,
they
piled up
in
the
muddy
waters
of
the
swamplands.
The
final
step
in
the
process,
a step
that
took
millions
of
years,
was
that
the
pressure
on
the
dead
plants
built up.
The
result
of
the
millions
of
years
of
pressure
is
something
that
resembles a
shiny
black
rock
but
is
actually
the
fossilized
remains
of
ferns
from millions
of
years
ago.
n
Answer
The information in the passage is most likely in process order or chronological order. so
Sample
notes
ar
TOPIC:
the
formation
of
coal
steps
in
the
process:
• ferns were living millions of years ago
• ferns died
Pe
©
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Inc.
Permission
granted
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for
classroom
use.
CLASSROOM
ACTIVITIES
55
PASSAGE
B:
Kinds
of
Volcanoes
Volcanoes
can
be
classified
as
either
active,
dormant,
or
extinct.
An
active
volcano
is
one
that
has
erupted
recently
and
looks
like
it
may
erupt
again relatively
soon.
A
dormant
volcano
is
one
that
has
been
quiet
for
a
long
time but
may
possibly
erupt
again
sometime.
An
extinct
volcano
is
one
that
has
not erupted
for
a
long
time
and,
it
is
believed,
will
never
erupt
again.
Interestingly, the
Hawaiian
Islands
have
examples
of
each
of
these
three
kinds
of
volcanoes. Kilauea
is
an
active
volcano,
one
that
has
been
erupting
constantly
since
1983, Mauna
Kea
is
a
dormant
volcano
that
last
erupted
4,500
years
ago,
and
Kohala is
an
extinct
volcano
that
began
erupting
half
a
million
years
ago.
Answer
The
information
in
the
passage
is
most
likely
a
classification into
categories.
n
Sample
notes
TOPIC:
classification
of
volcanoes
so
kinds
of volcanoes:
• active: has erupted recently and will probably erupt soon (Kilauea)
ar
• dormant: has not erupted for a while but may erupt sometime (Mauna
Kea)
• extinct: has not erupted for a long time and won’t erupt again (Kohala)
Pe
Vision
is
so
important
in
the
life
of
a
human
that
the
human
body
has
a variety
of
ways
to
protect
the
eyes
and
maintain
the
ability
of
a
person
to
see. First
of
all,
the
eyes
are
surrounded
by
bone.
The
bone
surrounding
the
eyes is
important
in
protecting
the
eyes
from
injury.
The
eyelids
also
help
protect a
person’s
eyes
and
vision.
The
eyelids
can
close
in
a
millisecond
if
needed to
protect
the
eyes,
and
the
eyelids
also
help
to
spread
fluid
over
the
eyes
to keep
them
clean
and
moist.
Even
the
eyebrows
have
a
role
in
protecting
the eyes.
The
eyebrows
above
the
eyes
help
to
keep
the
sweat
that
rolls
down
one’s forehead
out
of
the
eyes.
Answer
The
information
in
the
passage
is
most
likely
a
topic
and
three supporting
ideas.
56
CLASSROOM
ACTIVITIES
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Education,
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Permission
granted
to
reproduce
for
classroom
use.
Sample
notes
TOPIC:
protection
of
the
eyes
by
the
human
body
ways
human
body protects eyes:
• bone around eyes (protects eyes from damage)
• eyelids (close to protect eyes, spread fluid to clean and moisturize eyes)
• eyebrows (keep sweat out of eyes)
During
the
election
of
1860,
Abraham
Lincoln
was
trying
to
get
elected as
president
of
the
United
States.
The
election
was
very
closely
contested.
A young
eleven-year-old
girl
was
a
firm
supporter
of
Lincoln,
and
she
wanted to
do
her
part
to
get
him
elected.
Lincoln
did
not
have
a
beard
at
the
time, and
the
young
lady
n
believed
that
his
face
was
too
thin,
so
she
wrote
a
letter
to Lincoln
suggesting
that
he
would
look
better
in
a
beard.
Lincoln
did
win
the election,
though
it
was
without
a
beard.
After
the
election,
Lincoln
actually did
start
growing
a
beard,
at
least
in
part
because
of
his
young
fan.
When
he started
growing
his
beard,
he
wrote
a
letter
to
the
young
lady
thanking
her
for her
advice.
so
ar
Answer
The
information
in
the
passage
is
most
likely
groupings
of
details.
Pe
Sample
notes
TOPIC:
Lincoln
and
a
young
fan
main points about topic:
• Lincoln was running for president in 1860 (without a beard)
• young girl wrote suggesting Lincoln grow beard
• Lincoln was elected president (without a beard)
• Lincoln added new beard and wrote to thank girl
©
2015
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Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
57
Activity L5B: Creating Listening Organization Questions
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
UNDERSTAND THE ORGANIZATION.
Before class:
so
Prepare
handouts
of
Activity
Sheet
L5B
on
pages A
197. Cut
the
handouts so
that
each
passage
can
go
to
a
different
student.
You
will
need
one
set
of passages
for
each
ar
group
of
3–4
students.
In
class:
Pe
1. Put
students
in
groups
of
3–4 and give
one
student
in
each
group
the
first
passage.
2. Have
the
designated
student
read
the
first
passage
to
the
group
and
have the
group
take
notes
on
the
passage.
3. Ask students in each group to review
their
notes
together.
Group
members
may
ask
the reader
questions
about
the
passage
but
may
not
look
at
the
passage.
4. Collect
the
passage
from
the
reader
in
each
group.
5. Have
the
groups
create
a
TOEFL-style
listening
organization
question based
on
the
passage.
6. Share
the
questions
with
the
other
groups
(either
by
having
the
groups describe
their
questions
orally
or
by
having
the
groups
write
their questions
on
the
board).
7. Have
the
class
discuss
the
effectiveness
of
each
question.
8. Continue
the
same
way
for
the
remaining
three
passages.
58
CLASSROOM
ACTIVITIES
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2015
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
PASSAGE
A:
Formation
of
the
Moon
Sample
notes
TOPIC:
formation
of
the
moon
steps
in
process:
• large object (perhaps planet) hit Earth
• pieces broke off Earth
• pieces began orbiting Earth
• pieces joined together to form Moon
Possible
question
Put
the
following
four
steps
in
order:
1. The
pieces
joined
together
to
form
the
Moon.
2. A
large
object,
perhaps
a
planet,
hit
Earth.
3. The
pieces
began
orbiting
Earth.
n
4. Pieces
broke
off
Earth.
Answers
2, 4, 3, 1
so
ar
PASSAGE
B:
Casablanca
Sample
notes
TOPIC:
what
did
and
did
not
happen
in
the
movie
Casablanca
Pe
Possible
question
Is
each
of
these
true?
Yes
or
no?
The
line
“Play
it
again,
Sam”
was
in
the
movie.
The
line
“Play
it,
Sam”
was
in
the
movie.
The
line
was
said
by
Rick,
the
character
played
by
Humphrey
Bogart.
The
line
was
said
by
Ilse,
the
character
played
by
Ingrid
Bergman.
©
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classroom
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CLASSROOM
ACTIVITIES
59
Answers
N,
Y,
N,
Y
Sample
notes
TOPIC:
benefits
of
dark
chocolate
with
high
cocoa
content
benefits:
• increased blood flow to brain (improved brain function)
• lowered blood pressure (reduced hypertension)
• lowered cholesterol
Possible question
n
Which
of
the
following
are
true
about
dark
chocolate?
Choose
three
answers.
1. It
causes
the
blood
flow
to
the
brain
to
decrease.
so
2. It
causes
the
brain
to
function
better.
3. It
causes
blood
pressure
to
decrease.
4. It
causes
increased
hypertension.
5. It
causes
cholesterol
to
go
down.
ar
Answers
2,
3,
5
Pe
Sample
notes
TOPIC:
changing
English
vocabulary
ways
English
vocabulary
changes:
• creating new words (Internet,
cell phone)
• importing words from other languages (pyjamas,
tsunami)
• changing meanings of existing words (silly,
nice)
Possible
question
How
do
the
following
match
up?
a
created
word tsunami
an
imported
word silly
a
word
with
a
changed
meaning cellphone
60
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ACTIVITIES
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Education,
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Permission
granted
to
reproduce
for
classroom
use.
Answers
a created word = cellphone
an imported word = tsunami
a word with a changed meaning = silly
n
so
ar
Pe
©
2015
by
Pearson
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Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
61
Activity L6A: Drawing Conclusions from Multiple Statements
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class: so
No preparation is necessary.
In
class:
ar
1. Explain
that
relationship
questions
are
about
drawing
conclusions
from several
pieces
of
information.
2. Read
each
group
of
statements
to
the
class.
Pe
62
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ACTIVITIES
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classroom
use.
(4) The
red
chair
is
less
expensive
than
the
blue
chair.
The
blue
chair
is
not
as
expensive
as
the
green
chair.
(5) Al
does
not
like
Professor
Fuller.
Al
needs
to
take
Chemistry
201.
Professor
Fuller
is
the
only
professor
who
teaches
Chemistry
201.
Possible
answers
(1) Twenty
students
passed
the
exam.
(2) He
probably
missed
the
meeting.
(3) The
rose
bushes
have
probably
died.
(4) The
red
chair
is
less
expensive
than
the
green
chair. / The
green
chair
is
more
expensive
than
the
red
chair.
(5) Al
must
take
the
class
from
Professor
Fuller. / Al
must
take
a
class
from
a
professor
he
doesn’t
like.
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
63
Activity L6B: Drawing Conclusions from Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
UNDERSTAND RELATIONSHIPS: INFERENCES AND DRAWING
CONCLUSIONS.
Before class:
so
Prepare
handouts
of
Activity
Sheet
L6B
on
pages A
199. Cut
the handouts
so
that
ar
each
passage
can
go
to
a
different
student.
You
will
need one
set
of
passages
for
each
group
of
3–6
students.
Pe
In
class:
1. Put
students
in
groups
of
three to six and give
one
student
in
each
group
the
first
passage.
2. Have
the
designated
student
read
the
first
passage
to
the
group
and
have the
group
take
notes
on
the
passage.
3. Ask students in each group to work together to
review
their
notes.
Group
members
may
ask
the reader
questions
about
the
passage
but
may
not
look
at
the
passage.
4. Collect
the
passage
from
the
reader
in
each
group.
5. Have
groups
come
up
with
conclusions
drawn
from
the
passage.
6. Continue
the
same
way
for
the
remaining
two
passages.
7. Review
the
answers
as
a
class.
64
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granted
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reproduce
for
classroom
use.
Possible
answers
PASSAGE
A:
Giant
Squid
Giant
squid
as
long
as
30
meters
in
length
have
not
been
proven
to
exist.
Terrified
sailors
may
have
overstated
the
length
of
the
squid
they
saw.
Even
larger
squid
may
still
be
found.
n
Researchers’
traditional
belief
about
insomnia
is
not
correct.
Insomnia
causes
depression
more
often
than
it
results
from
depression. so
ar
Pe
©
2015
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Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
65
SECTION THREE
SPEAKING
n
so
ar
Pe
66
CLASSROOM
ACTIVITIES
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2015
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Education,
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Permission
granted
to
reproduce
for
classroom
use.
Activity S1A: Speaking Individually
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general spoken fluency in preparation for
Speaking Skill 1: USE YOUR NOTES TO PLAN THE FREE-CHOICE RESPONSE TO
SPEAKING QUESTION 1.
n
Before class: so
No preparation is necessary.
In
class:
ar
1. Give
students
a
topic.
(Describe
your
hometown.)
2. Give
students
1
minute
to
write
down
some
notes
on
this
topic.
3. Have
students
all
speak
at
the
same
time
for
45
seconds
on
this
topic. (Each
Pe
student
should
focus
on
what
he
or
she
is
saying
and
not
on
what his
or
her
neighbors
are
saying.)
4. Encourage
students
to
speak
for
the
entire
45
seconds
without
pausing.
©
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
67
Activity S1B: Selecting Ideas for a Logical Plan
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 1: USE
YOUR NOTES TO PLAN THE FREE-CHOICE RESPONSE TO SPEAKING
QUESTION 1.
Before class:
n
Prepare
handouts
of
Activity
Sheet
S1B
on
page
A
201.
You
will
need
one handout
for
every
two
students.
In
class:
so
1. Put
students
in
pairs and give
each
pair
a
handout.
ar
2. Ask
pairs to
select
from
the
given
ideas
to
create
a
logical
plan
for a
spoken
response.
3. Have
pairs
fill
in
the
plan
at
the
bottom
of
the
page
with
the
numbers of
the
ideas
that
create
a
logical
plan.
Pe
Answers
(NOTE:
the
selected
supporting
ideas
may
be
in
a
different
order)
INTRODUCTION: Topic:
(4)
Organization
of
support:
(8)
SUPPORTING
IDEA
1:
Reason:
(9)
Detail:
(5)
SUPPORTING
IDEA
2:
Reason:
(1)
Detail:
(12)
CONCLUSION: Summary:
(6)
68
CLASSROOM
ACTIVITIES
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Education,
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Permission
granted
to
reproduce
for
classroom
use.
Activity S2A: Speaking Individually
WARM-UP ACTIVITY
Materials
• Longman Preparation Course for the TOEFL
®
iBT Test
®
iBT , 3E
The purpose of this activity is to improve general spoken fluency in preparation for
Speaking Skill 2: USE YOUR PLAN TO MAKE THE FREE-CHOICE RESPONSE TO
SPEAKING QUESTION 1.
n
Before class:
No preparation is necessary. so
In
class:
4. Encourage students to speak for the entire 45 seconds without pausing.
©
2015
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Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
69
Activity S2B: Noting Features of a Good Response
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Activity Sheet S2B(1) and S2B(2) on pages A 203 and 204
The purpose of this activity is to reinforce the information in Speaking Skill 2: USE
n
YOUR PLAN TO MAKE THE FREE-CHOICE RESPONSE TO SPEAKING
QUESTION 1.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S2B (1) on
page
A
203 and Activity
Sheet
S2B
ar
(2) on
page
A
204.
You
will
need
one
handout
of
Activity
Sheet
S2B (1) for
each
group
and
one
handout
of
Activity
Sheet
S2B (2) for
each
student.
Pe
In class:
70
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classroom
use.
Possible
answers
Paragraph
1
(1) to
introduce
the
response
(2) the
most
important
technological
advance
I
foresee
happening
in
the
future
(3) the
ability
of
individuals
to
travel
into
space
(4) two
important
reasons
Paragraph
2
(5) to
give
the
first
reason
(6) the
necessity
of
understanding
our
solar
system
(7) one
reason
(8) we
live
in
only
a
part
of
the
solar
system,
and
we
need
to
understand
the
rest
of
the
solar
system
Paragraph 3
n
(9) to
give
the
second
reason
(10) the
importance
of
a
new
perspective
on
our
planet so
(11) however,
it
is
not
only
to
improve
our
understanding
of
our
solar system
that
space
travel
is
important
(12) the
perspective
from
outer
space
will
show
us
that
Earth
is
one
planet where
everyone
needs
to
work
together
ar
Paragraph
4
(13) to
conclude
the
response
(14)
only
if
there
is
time
Pe
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Inc.
Permission
granted
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classroom
use.
CLASSROOM
ACTIVITIES
71
Activity S3A: Speaking Individually
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general spoken fluency in preparation for
Speaking Skill 3: USE YOUR NOTES TO PLAN THE PAIRED-CHOICE RESPONSE
TO SPEAKING QUESTION 2.
n
Before class:
No preparation is necessary.
so
ar
In
class:
3. Have
students
all
speak
at
the
same
time
for
45
seconds
on
this
topic. (Each
student
should
focus
on
what
he
or
she
is
saying
and
not
on
what his
or
her
neighbors
are
saying.)
4. Encourage
students
to
speak
for
the
entire
45
seconds
without
pausing.
72
CLASSROOM
ACTIVITIES
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2015
by
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Education,
Inc.
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granted
to
reproduce
for
classroom
use.
Activity S3B: Selecting Ideas for a Logical Plan
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 3: USE
YOUR NOTES TO PLAN THE PAIRED-CHOICE RESPONSE TO SPEAKING
QUESTION 2.
n
Before class:
Prepare
handouts
of
Activity
Sheet
S3B
on
page
A
205.
You
will
need
one handout
so
for
every
two
students.
In
class:
ar
1. Put
students
in
pairs and give
each
pair
a
handout.
2. Ask students to work with their partners to
select
ideas
from
the
given
ideas
to
create
a
logical
plan
for the
response.
3. Have
pairs
fill
in
the
plan
at
the
bottom
of
the
page
with
the
numbers of
the
ideas
Pe
Answers
(NOTE:
the
selected
supporting
ideas
may
be
in
a
different
order)
INTRODUCTION: Topic:
(4)
Organization
of
support:
(10)
SUPPORTING
IDEA
1:
One
side
of
issue:
(3)
Reason:
(1)
SUPPORTING
IDEA
2:
Other
side
of
issue:
(12)
Reason:
(7)
CONCLUSION: Summary:
(5)
©
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Permission
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classroom
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CLASSROOM
ACTIVITIES
73
Activity S4A: Fluency Lines
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general spoken fluency in preparation for
Speaking Skill 4: USE YOUR PLAN TO MAKE THE PAIRED-CHOICE RESPONSE
TO SPEAKING QUESTION 2.
n
Before class:
No preparation is necessary.
so
ar
In class:
1. Have
students
stand
in
two
lines
facing
each
other
so
that
each
student has
a
partner.
(You
can
join
in
if
you
have
an
odd
number
of
students.)
Pe
2. Give
students
a
question.
(Do
you
prefer
playing
sports
or
listening to
music?)
3. Have
students
all
discuss
the
topic
with
their
partners
for
1
minute.
4. Ask
students
to
move
one
position
to
the
left
so
that
each
student
is facing
a
new
partner.
5. Have
students
discuss
the
same
topic
with
their
new
partners
for 1
minute.
6. Continue
this
way
until
students
have
discussed
the
same
topic with
4–5
partners.
Each
time
they
change
partners,
they
should be
developing
new
ideas
and
vocabulary
as
well
as
better
fluency and
comprehensibility.
7. Finish
the
activity
by
having
some
of
students
share
their
ideas
with the
class
as
a
whole.
74
CLASSROOM
ACTIVITIES
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2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity S4B: Noting Features of a Good Response
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Activity Sheet S4B(1) and S4B(2) on pages A 207 and 208
The purpose of this activity is to reinforce the information in Speaking Skill 4: USE
n
YOUR PLAN TO MAKE THE PAIRED-CHOICE RESPONSE TO SPEAKING
QUESTION 2.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S4B (1) on
page
A
207 and Activity
Sheet
S4B
ar
(2) on
page
A
208.
You
will
need
one
handout
of
Activity
Sheet
S4B (1) for
each
group
and
one
handout
of
Activity
Sheet
S4B (2) for
each
student.
Pe
In class:
©
2015
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
75
Possible
answers
Paragraph
1
(1) to
introduce
the
response
(2) this
question
about
the
importance
of
staying
well
informed
about
current
events
(3) there
are
two
possible
answers
.
.
.
I
believe
the
less
obvious
answer
(4) an
obvious
answer
.
.
.
a
less
obvious
answer
Paragraph
2
(5) to
provide
the
obvious
answer
(6) that
a
good
citizen
should
always
try
to
stay
informed
about important
issues
(7) the
obvious
answer
(8) that
a
good
citizen
has
to
understand
the
world
around
him
or
her
Paragraph 3
n
(9) to
provide
the
less
obvious
answer
(10) that
people
can
have
a
problem
if
they
spend
too
much
time
trying
to stay
well
informed so
(11) a
less
obvious
answer
(12) that
people
can
spend
so
much
time
understanding
others
that
they
do not
live
their
own
lives
Paragraph
4
ar
(13) to
conclude
the
response
(14)
only
if
there
is
time
Pe
76
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ACTIVITIES
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by
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Permission
granted
to
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for
classroom
use.
Activity S5A: Fluency Lines
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general spoken fluency in preparation for
Speaking Skill 5: NOTE THE MAIN POINTS AS YOU READ FOR SPEAKING
QUESTION 3.
n
Before class:
No preparation is necessary.
so
ar
In class:
1. Have
students
stand
in
two
lines
facing
each
other
so
that
each
student has
a
partner.
(You
can
join
in
if
you
have
an
odd
number
of
students.)
Pe
2. Give
students
a
question.
(Do you prefer weather that is really hot or really cold?)
3. Have
students
all
discuss
the
topic
with
their
partners
for
1
minute.
4. Ask
students
to
move
one
position
to
the
left
so
that
each
student
is facing
a
new
partner.
5. Have
students
discuss
the
same
topic
with
their
new
partners
for 1
minute.
6. Continue
this
way
until
students
have
discussed
the
same
topic with
4–5
partners.
Each
time
they
change
partners,
they
should be
developing
new
ideas
and
vocabulary
as
well
as
better
fluency and
comprehensibility.
7. Finish
the
activity
by
having
some
of
students
share
their
ideas
with the
class
as
a
whole.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
77
Activity S5B: Taking Notes on Reading Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
NOTE THE MAIN POINTS AS YOU READ FOR SPEAKING QUESTION 3.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S5B
on
page
A
209.
You
will
need
one handout
for
each
student.
ar
In
class:
Pe
1. Put
students
in
groups
of
3–4
and
give
each
student
a
handout.
2. Ask
students
to
read
the
first
passage
and
take
notes
on
the
topic
and
main
points
of
the
passage.
3. Have
the
groups
discuss
the
notes
they
took.
4. Review
the
notes
together
as
a
class.
5. Continue
the
same
way
for
the
remaining
two
passages.
Possible
answers
PASSAGE
A:
Exam
to
Retake
TOPIC:
notice
about
need
to
retake
exam
main
points
about the
topic:
• exam already taken by students
• some exams accidentally thrown away
• exam needs to be retaken by all students
78
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Permission
granted
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for
classroom
use.
PASSAGE
B:
Late
to
Class
TOPIC:
notice
about
late
arrivals
to
class
main
points
about
the topic:
• class has already started
• door is locked
• students should come on time or not come at all
n
• book currently out of stock
• “inadequate number” of books ordered
• book to be obtained through special order
• special orders handled “expeditiously”
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
79
Activity S6A: Fluency Lines
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general spoken fluency in preparation for
Speaking Skill 6: NOTE THE MAIN POINTS AS YOU LISTEN FOR SPEAKING
QUESTION 3.
n
Before class:
No preparation is necessary.
so
ar
In class:
1. Have
students
stand
in
two
lines
facing
each
other
so
that
each
student has
a
partner.
(You
can
join
in
if
you
have
an
odd
number
of
students.)
Pe
2. Give
students
a
question.
(If you could choose, would you choose to be a really
talented musician or a really talented athlete?)
3. Have
students
all
discuss
the
topic
with
their
partners
for
1
minute.
4. Ask
students
to
move
one
position
to
the
left
so
that
each
student
is facing
a
new
partner.
5. Have
students
discuss
the
same
topic
with
their
new
partners
for 1
minute.
6. Continue
this
way
until
students
have
discussed
the
same
topic with
4–5
partners.
Each
time
they
change
partners,
they
should be
developing
new
ideas
and
vocabulary
as
well
as
better
fluency and
comprehensibility.
7. Finish
the
activity
by
having
some
of
students
share
their
ideas
with the
class
as
a
whole.
80
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity S6B: Taking Notes on Listening Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
NOTE THE MAIN POINTS AS YOU LISTEN FOR SPEAKING QUESTION 3.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S6B
on
page
A
210.
You
will
need
one handout
for
each
student.
ar
In
class:
Pe
1. Put
students
in
groups
of
3–4 and give
each
student
a
handout.
2. Have
one
pair
in
each
group
read
the
first
dialogue
to
the
group.
3. Ask students in each
group
to
take
notes
on
the
topic, main
points, and
speakers’ opinions
of
the
dialogue.
4. Have
the
groups
discuss
the
notes
they
took.
5. Review
the
notes
together
as
a
class.
6. Continue
the
same
way
for
the
remaining
two
dialogues.
Possible
answers
PASSAGE
A:
Exam
to
Retake
TOPIC:
student
discussion
of
notice
main
points
about
the topic:
• S1 happy to retake exam (can do better with more preparation)
• S2 unhappy to retake exam (did as well as possible first time)
©
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for
classroom
use.
CLASSROOM
ACTIVITIES
81
PASSAGE
B:
Late
to
Class
TOPIC:
student
discussion
of
memo
main
points
about
the
topic:
• S2 was on time and was in class (and thinks the notice was good)
• S1 was late and could not get into class (and accepts that it is necessary
to
come
on
time
in
the
future)
n
• sign says “inadequate” number of books ordered (but none seem to have been
ordered)
• sign says orders handled “expeditiously” (but orders take 3–4 weeks) so
ar
Pe
82
CLASSROOM
ACTIVITIES
©
2015
by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity S7A: Targeting Spoken Fluency
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general spoken fluency in preparation for
Speaking Skill 7: USE YOUR NOTES TO PLAN THE RESPONSE FOR
SPEAKING QUESTION 3.
n
Before class:
No preparation is necessary.
so
ar
In
class:
1. Put
students
in
groups
of
3–4 and explain
to
students
that
the
purpose
of
the
activity
is
to
improve spoken
fluency.
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
83
Activity S7B: Synthesizing Ideas
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 7: USE
YOUR NOTES TO PLAN THE RESPONSE FOR SPEAKING QUESTION 3.
Before class:
n
Prepare
handouts
of
Activity
Sheet
S7B
on
page
A
212.
You
will
need
one handout
for
every two
students.
In
class:
so
1. Put
students
in
pairs and give
each
pair
a
handout.
ar
2. Remind students
that
an
important
component
of
this
skill
is
the
ability
to
determine
the
relationship
between
the
topics
of
two
passages
(a
reading
passage
and
a
listening
passage).
3. Have
pairs
study
each
pair
of
ideas
and
determine
the
relationship between
the
Pe
two
ideas.
4. Discuss
the
answers
together
as
a
class.
Possible
answers
(1) effect
(result) / cause
(2) concept / example
(3) chronological
relationship
(4) problem / solution
(5) cause / effect
(result)
(6) group / member
of
the
group
(7) past / present
(chronological
changes)
(8) cause / unexpected
effect
(result)
(9) contrast
relationship
(10) rule/exception
to
the
rule
84
CLASSROOM
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by
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granted
to
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for
classroom
use.
Activity S8A: Targeting Spoken Grammar
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Before class:
n
No preparation is necessary.
In
class:
so
1. Put
students
in
groups
of
3–4 and explain
to
students
that
the
purpose
of
the
activity
is
to
improve spoken
grammar.
ar
2. Give
students
a
topic.
(Describe
your
dream
job.)
3. Give
students
1
minute
to
write
down
some
notes
on
this
topic.
4. Have
each
student
speak
on
this
topic
for
45
seconds
to
his
or
her
group.
5. Have
the
group
assist
the
speaker
in
making
the
response
more
grammatically
Pe
correct.
6. Invite
some
students
share
their
responses
with
the
class
as
a
whole.
©
2015
by
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Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
85
Activity S8B: Noting Features of a Good Response
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 8: USE
YOUR PLAN TO MAKE THE RESPONSE FOR SPEAKING QUESTION 3.
Before class:
n
Prepare
handouts
of
Activity
Sheet
S8B(1) on
pages
A
214-215 and Activity
Sheet
S8B(2) on
pages
A
216-217.
You
will
need
one
handout
of
Activity
Sheet
S8B(1) for
so
each
group
and
one
handout
of
Activity
Sheet
S8B(2) for
each
student.
In class:
5. Have
the
group
members
note
the
features
of
the
response
on
Activity Sheet
S8B(2) and
discuss
their
responses.
6. Continue
the
same
way
for
the
remaining
two
responses,
with
a
different group
member
designated
as
the
reader
for
each
response.
7. Discuss
the
answers
together
as
a
class.
Possible
answers
RESPONSE
A:
Exam
to
Retake
Paragraph
1
(1) to
present
a
topic
statement
(2) yes
(3) yes
(4) a
notice
and
a
discussion
of
the
notice
Paragraph 2
86
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for
classroom
use.
(5) to
explain the relationship between the reading passage and
the listening
passage through details about the topic and main points
(6) a
notice
about
an
exam
that
needs
to
be
retaken
(7) that
some
exams
were
accidentally
thrown
away
and
that
all
students
need
to
retake
the
exam
Paragraph
3
(8) to further explain the relationship between the listening passage and
the
reading
passage through details about the topic and main points
(9) a
student
discussion
of
the
notice
(10) that
one
student
is
happy
to
reschedule
the
exam
because
he/she
can do
better
the
next
time
and
that
the
other
student
is
not
happy
to retake
the
exam
because
he/she
cannot
do
better
the
next
time
n
Paragraph 1
(1) to
present
a
topic
statement so
(2) yes
(3) yes
(4) a
memo
and
a
discussion
of
the
memo
Paragraph
2
ar
(5) to
explain the relationship between the reading passage and
the listening
passage through details about the topic and main points
(6) a
memo
for
students
who
came
late
to
a
certain
professor’s
class
Pe
(7) that
it
is
after
9:00,
that
the
door
is
locked,
and
that
students
must come
on
time
or
not
come
at
all
Paragraph 3
(8) to further explain the relationship between the listening passage and
the
reading
passage through details about the topic and main points
(9) a
student
discussion
of
the
memo
(10) that
one
student
came
on
time
and
likes
the
professor’s
policy
and
that the
other
student
was
late
and
could
not
get
in
but
accepts
this
and will
change
in
the
future
©
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CLASSROOM
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87
(4) a
sign
and
a
discussion
of
the
sign
Paragraph
2
(5) to
explain the relationship between the reading passage and
the listening
passage through details about the topic and main points
(6) a
sign
at
the
bookstore
about
books
that
are
out
of
stock
(7) that
the
books
are
out
of
stock,
that
not
enough
books
were
ordered, and
that
books
can
be
ordered
speedily
though
special
orders
Paragraph
3
(8) to further explain the relationship between the listening passage and
the
reading
passage through details about the topic and main points
(9) a
student
discussion
of
some
funny
points
on
the
sign
(10) that
maybe
no
books
were
ordered
instead
of
an
inadequate
number and
that
special
orders
do
not
seem
to
be
speedy
n
so
ar
Pe
88
CLASSROOM
ACTIVITIES
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Permission
granted
to
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classroom
use.
Activity S9A: Targeting Pronunciation
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
No preparation is necessary.
so
ar
In
class:
1. Put
students
in
groups
of
3–4 and explain
to
students
that
the
purpose
of
the
activity
is
to
improve spoken
pronunciation.
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
89
Activity S9B: Taking Notes on Reading Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Before class:
Prepare
handouts
of
Activity
Sheet
S9B
on
page
A
218.
You
will
need
one handout
for
each
student.
n
In
class: so
1. Put
students
in
groups
of
3–4 and give
each
student
a
handout.
2. Have
students
read
the
first
passage
and
take
notes
on
the
topic
and main
points
of
the
passage.
3. Ask
groups
to
discuss
the
notes
they
took.
ar
4. Review
the
notes
together
as
a
class.
5. Continue
the
same
way
for
the
remaining
two
passages.
Pe
Possible
answers
PASSAGE
A:
Out
of
the
Frying
Pan
TOPIC:
expression
out
of
the
frying
pan
and
into
the
fire
main points about this
topic:
• is an idiomatic expression (is not used in situations with frying pans and
fires)
• is used in situations that have gone from bad to worse
90
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classroom
use.
PASSAGE
C:
Black
Tea
TOPIC:
drinking
black
tea,
which
contains
flavonoids
(chemical antioxidants)
main
points
about
the
topic:
• 3/4 of tea worldwide is black tea
• black tea contains 200 mg of flavonoids per cup
• black tea contains more flavonoids than green tea
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
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91
Activity S10A: Practicing with a Partner
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
No preparation is necessary.
so
ar
In
class:
• What
is
the
most
important
characteristic
for
success
in
business?
Why?
• You
have
the
opportunity
to
prepare
your
favorite
meal
for
the
class. Describe
this
meal.
• What
will
your
most
important
accomplishments
be
by
the
end
of your
life?
3. Explain
that
students
will
have
the
opportunity
to
work
on
developing answers
to
these
questions
in
pairs
before
presenting
their
answers
to the
class.
4. Give
pairs
a
few
minutes
to
practice
answers
to
these
questions.
5. Have
various
students
present
their
answers
to
the
class.
92
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granted
to
reproduce
for
classroom
use.
Activity S10B: Taking Notes on Listening Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 10:
n
NOTE THE MAIN POINTS AS YOU LISTEN FOR SPEAKING QUESTION 4.
Before class:
Prepare
handouts
of
Activity
Sheet
S10B
on
page
A
219.
You
will
need
one
so
handout
for
each
group of 3–4 students.
ar
In
class:
1. Put
students
in
groups
of
3–4 and give
one
student
in
each
group
the
first
Pe
passage.
2. Have
the
designated
student
read
the
first
passage
to
the
group
and
have the
group
take
notes
on
the
topic
and
main
points
of
the
passage.
Group members
may
ask
the
reader
questions
about
the
passage
but
may
not
look at
the
passage.
3. Have
the
groups
discuss
the
notes
they
took.
4. Review
the
notes
together
as
a
class.
5. Continue
the
same
way
for
the
remaining
two
passages.
Possible
answers
PASSAGE
A:
Out
of
the
Frying
Pan
TOPIC:
an
example
of
this
expression
(Mike)
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CLASSROOM
ACTIVITIES
93
main
points
about
Mike:
• quit a job that was not so good (boring, repetitive, unchallenging, unexciting)
• moved into a job that was awful (boss who yelled, found fault, blamed)
n
TOPIC:
effects
of
drinking
black
tea
with
flavonoids
main
points
about this
topic: so
• 3 cups of black tea per day increase flavonoids in blood by 25 percent
• increase of flavonoids in blood reduces risk of heart disease
ar
Pe
94
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity S11A: Practicing with a Partner
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT test
®
iBT , 3E
n
Before class:
No preparation is necessary.
so
ar
In
class:
©
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granted
to
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classroom
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CLASSROOM
ACTIVITIES
95
Activity S11B: Synthesizing Ideas
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 11: USE
n
YOUR NOTES TO PLAN YOUR RESPONSE FOR SPEAKING QUESTION 4.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S11B
on
page
A
221.
You
will
need
one
handout
for
every two students.
ar
In
class:
determine
the
relationship
between
the
topics
of
two
passages
(a
reading
passage
and
a
listening
passage).
3. Have
pairs
study
each
pair
of
ideas
and
determine
the
relationship between
the
two
ideas.
4. Discuss
the
answers
together
as
a
class.
96
CLASSROOM
ACTIVITIES
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Permission
granted
to
reproduce
for
classroom
use.
Possible
answers
(1) classification / member
(2) cause / effect
(result)
(3) problem / solution
(4) past / present
(chronological
relationship)
(5) contrast
relationship
(6) concept / example
(7) chronological
relationship
(8) group / member
of
the
group
(9) rule / exception
to
the
rule
(10) cause / unexpected
effect
(result)
n
so
ar
Pe
©
2015
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
97
Activity S12A: Describing Objects
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
The purpose of this activity is to improve general spoken fluency and
comprehensibility in preparation for Speaking Skill 12: USE YOUR PLAN TO MAKE
THE RESPONSE FOR SPEAKING QUESTION 4. so
Before class:
Prepare
handouts
of
Activity
Sheet
S12A
on
page
A
223.
You will need one for
ar
every two students. Cut the handouts in half to give List A and List B to each pair.
In
class:
Pe
98
CLASSROOM
ACTIVITIES
©
2015
by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity S12B: Noting Features of a Good Response
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Activity Sheet S12B(1) and S12B(2) on pages A 224 and 226
The purpose of this activity is to reinforce the information in Speaking Skill 12: USE
YOUR PLAN TO MAKE THE RESPONSE FOR SPEAKING QUESTION 4.
Before class:
Prepare handouts of Activity Sheet S12B(1) on page A 224 and Activity Sheet
n
S12B(2) on
page
A
226.
You
will
need
one
handout
of
Activity
Sheet
S12B(1) for
each
group
and
one
handout
of
Activity
Sheet
S12B(2) for
each
student. so
In
class:
1. Put
students
in
groups
of 3–4 and give
one
designated
student
in
each
group
a
handout
of
Activity Sheet
S12B(1).
ar
2. Give
each
student
a
handout
of
Activity
Sheet
S12B(2).
3. Ask
the
designated
student
to
read
the
response
on
Activity
Sheet
S12B(1) to
the
group,
one
paragraph
at
a
time.
4. Have
the
group
members
note
the
features
of
this
response
on
Activity Sheet
Pe
Possible
answers
RESPONSE
A:
Out
of
the
Frying
Pan
Paragraph
1
(1) to
present
a
topic
statement
(2) yes
(3) yes
(4) an
expression
and
an
example
of
the
expression
Paragraph
2
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CLASSROOM
ACTIVITIES
99
(5) to
explain the relationship between the reading passage and
the listening
passage through details about the topic and main points
(6) the
expression
out
of
the
frying
pan
and
into
the
fire
(7) that
this
is
an
idiomatic
expression
and
that
it
is
used
in
situations that
have
gone
from
bad
to
worse
Paragraph
3
(8) to
further
explain the relationship between the listening passage and
the
reading passage through details about the topic and main points
(9) an
example
of
this
expression
about
someone
named
Mike
(10) that
he
jumped
out
of
the
frying
pan
by
leaving
a
boring
job
and
that he
jumped
into
the
fire
by
taking
a
much
worse
job
n
(1) to
present
a
topic
statement
(2) yes so
(3) yes
(4) a
chronological
relationship
Paragraph
2
ar
(5) to
explain the relationship between the reading passage and
the listening
passage through details about the topic and main points
(6) the
drink
in
1929
(7) that
it
had
a
long
name,
that
it
was
heavily
carbonated,
and
that
it contained
Pe
lithium
Paragraph
3
(8) to
further
explain the relationship between the listening passage and
the
reading passage through details about the topic and main points
(9) changes
to
the
drink
in
the
1940s
(10) that
it
had
a
shorter
name,
that
the
carbonation
was
decreased,
and that
it
did
not
contain
lithium
100
CLASSROOM
ACTIVITIES
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Permission
granted
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for
classroom
use.
RESPONSE
C:
Black
Tea
Paragraph
1
(1) to
present
a
topic
statement
(2) yes
(3) yes
(4) a
cause-and-effect
relationship
Paragraph
2
(5) to
explain the relationship between the reading passage and
the listening
passage through details about the topic and main points (6) drinking
black
tea
(with
flavonoids)
(7) that
three-fourths
of
tea
worldwide
is
black
tea
and
that
black
tea contains
200
milligrams
of
flavonoids
per
cup
n
Paragraph
3
(8) to
further
explain the relationship between the listening passage and
the
reading passage through details about the topic and main points (9) an
effect
of
drinking
black
tea
(with
flavonoids)
(10) that
drinking
three
cups
of
black
tea
per
day
increases
flavonoids
in the
so
blood
by
25
percent
and
that
this
amount
of
tea
reduces
the
risk
of heart
disease
ar
Pe
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Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
101
Activity S13A: Adding Details to a Basic Story
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
comprehensibility in preparation for Speaking Skill 13: NOTE THE MAIN POINTS
AS YOU LISTEN FOR SPEAKING QUESTION 5.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S13A
on
page
A
228.
You
will
need
one
ar
handout
for
every two students.
In
class:
Pe
102
CLASSROOM
ACTIVITIES
©
2015
by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity S13B: Taking Notes on Listening Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 13:
NOTE THE MAIN POINTS AS YOU LISTEN FOR SPEAKING QUESTION 5.
n
Before class:
Prepare
handouts
of
Activity
Sheet
S13B
on
page
A
230.
You
will
need
one
handout
for
each student.
so
In
class:
ar
1. Put
students
in
groups
of 3–4 and give
each
student
a
handout.
2. Have
one
pair
in
each
group
read
the
first
dialogue
to
the
group while students
take
notes
on
the
topic
and
main
points
of
the
dialogue. Then have
groups
Pe
Possible
answers
PASSAGE
A:
Foreign
Language
Requirement
TOPIC:
the
dropping
of
the
school’s
foreign
language
requirement
main points
about
the topic:
• S1 has already fulfilled requirement (and thinks requirement should stay)
• S2 has not yet fulfilled requirement (and thinks requirement should be
dropped)
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CLASSROOM
ACTIVITIES
103
PASSAGE
B:
Sports
Championship
TOPIC:
team
playing
in
championship
game
out
of
town
main
points
about the
topic:
• S1 wants to go (and thinks classes should be cancelled)
• S2 doesn’t want to go (and thinks each professor should decide)
n
so
ar
Pe
104
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity S14A: Designing a New Classroom
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to introduce Speaking Skill 14: USE YOUR NOTES
TO PLAN THE RESPONSE FOR SPEAKING QUESTION 5.
n
Before class: so
No
preparation
is
necessary.
In
class:
ar
1. Put
students
in
groups
of
3–4 and explain
that
the
school
is
going
to
add
a
new
classroom and
needs
their
help
in
designing
the
classroom.
2. Have
each
student
make
a
rough
drawing
of
a
new
classroom and then share
their
Pe
©
2015
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Permission
granted
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reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
105
Activity S14B: Expressing Opinions
FOLLW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 14: USE
n
YOUR NOTES TO PLAN THE RESPONSE FOR SPEAKING QUESTION 5.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S14B
on
page
A
232.
You
will
need
one
handout
for
each student.
ar
In
class:
Pe
1. Put
students
in
groups of 3–4 and give
each
student
a
handout.
2. Remind
students
that
the
ability
to
express
opinions
can
be
an important
part
of
the
speaking
task
that
this
skill
is
part
of.
3. Review
the
functional
expressions
for
expressing
an
opinion,
agreeing,
and
disagreeing
at
the
top
of
the
handout.
4. Ask
one
student
in
each
group
to
express
an
opinion
about
the
first statement
on
the
activity
sheet.
5. Have
the
remaining
students
agree
or
disagree
with
this
opinion.
6. Have
the
groups
continue
this
way
for
the
remaining
statements.
106
CLASSROOM
ACTIVITIES
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Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity S15A: Discussing a Newspaper Article
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to introduce Speaking Skill 15: USE YOUR PLAN
n
TO MAKE THE RESPONSE FOR SPEAKING QUESTION 5.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S15A
on
page
A
233.
You
will
need
one copy
of the article
for
each student.
ar
In class:
Pe
1. Put
students
into
groups
of
3–4 and give
each
student
a
copy
of
the
article.
2. Have
students
read
the
article and then discuss it with their group.
3. Ask students in each
group to
discuss
answers
to
the
questions
that
follow
the
article.
4. Review
the
answers
as
a
class.
©
2015
by
Pearson
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Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
107
Activity S15B: Noting Features of a Good Response
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Activity Sheet S15B(1) and S15B(2) on pages A 234 and 236
The purpose of this activity is to reinforce the information in Speaking Skill 15: USE
n
YOUR PLAN TO MAKE THE RESPONSE FOR SPEAKING QUESTION 5.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S15B (1) on
page
A
234 and Activity
Sheet
S15B (2) on
page
A
236.
You
will
need
one
handout
of
Activity
Sheet
S15B (1) for
ar
each
group
and
one
handout
of
Activity
Sheet
S15B (2) for
each
student.
In
class:
Pe
Possible
answers
RESPONSE
A:
Foreign
Language
Requirement
Paragraph 1
108
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use.
(1) to
summarize
the
topic,
main
points, and speakers’ opinions
of
the
listening
passage
(2) the
foreign
language
requirement
the
school
may
drop
(3) that
one
student
has
fulfilled
the
requirement
and
that
it
should
remain and
that
the
other
student
has
not
fulfilled
the
requirement
and
thinks it
should
be
dropped
Paragraph
2
(4) to
present
a personal
opinion
of
the
situation
(5) that
the
requirement
should
remain
(6) that
everyone
should
have some understanding of other languages
and
that
foreign language
study
should
be
part
of
a
university
curriculum
n
passage
(2) a
championship
game
that
will
be
played
out
of
town
(3) that
one
student
who
wants
to
attend
the
game
thinks
the
school
should
cancel
classes
and
that
the
other
student,
who
does
not
want
to
attend the
game,
thinks
that
professors
should
decide
what
to
do
so
Paragraph
2
ar
(4) to
present
a personal
opinion
of
the
situation
(5) that
the
school
should
not
cancel
classes
(6) that
each
professor
should
decide
because
each
class
has
a different
situation
Pe
Paragraph 2
(4) to
present
a personal
opinion
of
the
situation
(5) that
the
professor
should
make
an
exception
and
that
students should
see
the
professor
immediately
(6) that
a
snowstorm
is
something
beyond
students’
control
and
that students
should
deal
with
this
as
soon
as
possible
©
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Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
109
Activity S16A: Drawing from an Oral Description
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to introduce Speaking Skill 16: NOTE THE MAIN
POINTS AS YOU LISTEN FOR SPEAKING QUESTION 6.
n
Before class: so
Prepare
handouts
of
Activity
Sheet
S16A
on
page
A
238.
You will need one activity
sheet for every two students. Cut the handouts in half to give Drawing A and Drawing B
to pair members.
ar
In
class:
2. Give
Drawing
A
to
one
student
in
each
pair.
Instruct
the
student
to
hold the
drawing
so
that
his
or
her
partner
cannot
see
it.
3. Have
the
student
holding
the
drawing
describe
it
to
his
or
her
partner.
4. Have
the
partner
draw
the
picture
based
on
the
partner’s
description.
5. The
student
who
is
drawing
may
ask
questions,
and
the
student
who
is giving
the
description
may
offer
comments.
6. Compare
the
student’s
drawing
with
Drawing
A
to
see
how
close
the student’s
drawing
is
to
Drawing
A.
7. Give
Drawing
B
to
the
other
student
in
each
pair
and
repeat
the
process.
Optional:
Have
students
share
their
drawings
with
the
class
and
have
the
class
vote on
which
drawing
is
best.
110
CLASSROOM
ACTIVITIES
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2015
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Permission
granted
to
reproduce
for
classroom
use.
Activity S16B: Taking Notes on Listening Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 16:
n
NOTE THE MAIN POINTS AS YOU LISTEN FOR SPEAKING QUESTION 6.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S16B
on
page
A
239.
You will need one passage
for each student. Cut the handouts to give each student a passage.
ar
In
class:
Pe
1. Put
students
in
groups
of
3–4 and give
one
student
in
each
group
the
first
passage.
2. Have
the
designated
student
read
the
first
passage
to
the
group
and
have the
group
take
notes
on
the
topic
and
main
points
of
the
passage.
Group members
may
ask
the
reader
questions
about
the
passage
but
may
not
look at
the
passage.
3. Have
the
groups
discuss
the
notes
they
took.
4. Review
the
notes
together
as
a
class.
5. Continue
the
same
way
for
the
remaining
two
passages.
Possible
answers
PASSAGE
A:
Banyan
Tree
TOPIC:
how
the
banyan
tree
develops
a
huge
size
and
huge
number of
trunks
main
points
about
the
topic:
• starts out with one trunk
©
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CLASSROOM
ACTIVITIES
111
• creates new trunks by sending shoots down from existing tree
• can be centuries old, measure hundreds of meters around, and have more
than
1,700
trunks
n
TOPIC:
development
of
political
terms
“left”
and
“right”
main points
about
the topic: so
• today “left” refers to liberal politics (desiring change) and “right” refers to
conservative politics (desiring no change)
• terms developed from seating positions in National Assembly of France (nobles or
conservatives on right and non-nobles or liberals sitting on left)
ar
Pe
112
CLASSROOM
ACTIVITIES
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Permission
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reproduce
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classroom
use.
Activity S17A: Telling a Circular Story
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
1. Have
students
place
their
chairs
so
that
they
are
seated
in
one
large circle
(or
in
several
smaller
circles).
Pe
2. Tell
students
the
first
line
of
a
story:
It
was
a
dark
and
stormy
night.
3. Have
one
student
in
the
circle
repeat
the
first
line
of
the
story
and
add
a second
line
to
the
story.
4. Have
the
student
to
the
left
repeat
the
first
two
lines
of
the
story
and
add
a third
line.
5. Have
the
next
student
to
the
left
in
the
circle
repeat
the
first
three
lines
of the
story
and
add
a
fourth
line.
6. If
any
student
has
trouble
remembering
the
lines
that
came
before,
the other
students
can
help.
7. Continue
this
way
until
the
story
is
complete.
8. Repeat
this
process
with
several
other
stories
if
you
would
like:
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
113
Activity S17B: Paraphrasing Ideas
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Speaking Skill 17: USE
YOUR NOTES AS YOU PLAN THE RESPONSE FOR SPEAKING QUESTION 6.
n
Before class:
so
Prepare
handouts
of
Activity
Sheet
S17B
on
page
A
241.
You
will
need
one
handout for each student.
ar
In
class:
1. Put
students
in
groups
of
3–4 and give
each
student
a
handout.
2. Remind
students
that
the
ability
to
paraphrase
ideas
(put
them
in your
own
Pe
words)
can
be
an
important
part
of
the
speaking
task
that
this skill
is
part
of.
3. Have
the
groups
discuss
ways
to
paraphrase
each
of
the
statements
on
the activity
sheet.
4. Discuss
the
answers
together
as
a
class.
114
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Possible
answers
(1) The date we leave was delayed
more
than
a
month.
(2) They
were
confident
everyone
else
would
help.
(3) It
was
easier
to
believe
one
of
the
main
points
than
the
other.
(4) Scientists
are
close
to
finding
a
way
to
heal
some
kinds
of
cancer.
(5) I
was
surprised
the
lecture
was
so
interesting.
(6) The
university
does
not
want
to
say
if
tuition
is
going
up.
(7) The
administration’s
approach
looks
practical.
(8) The
problem
with
the
budget
requires
a
solution.
(9) It
is
true
that
everyone
involved
was
able
to
say
what
they
thought.
(10) I
will
agree
only
if
there
is
no
other
way
to
do
it.
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
115
Activity S18A: Discussing a Newspaper Article
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to introduce Speaking Skill 18: USE YOUR PLAN
TO MAKE THE RESPONSE FOR SPEAKING QUESTION 6.
Before class:
n
Prepare
handouts
of
Activity
Sheet
S18A
on
page
A
242.
You
will
need
one
handout for each student.
In
class:
so
1. Put
students
into
groups
of
3–4 and give each
student
a
handout.
ar
2. Have
students
read
the
article and then discuss it with the members of their
group.
3. Ask groups
to
discuss
answers
to
the
questions
that
follow
the
article.
4. Review
the
answers
as
a
class.
Pe
116
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity S18B: Noting Features of a Good Response
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Activity Sheet S18B(1) AND S18B(2) on page A 243 and 245
The purpose of this activity is to reinforce the information in Speaking Skill 18: USE
n
YOUR PLAN TO MAKE THE RESPONSE FOR SPEAKING QUESTION 6.
Before class:
so
Prepare
handouts
of
Activity
Sheet
S18B (1) on
page
A
243 and Activity
Sheet
S18B (2) on
page
A
245.
You
will
need
one
handout
of
Activity
Sheet
S18B (1) for
ar
each
group
and
one
handout
of
Activity
Sheet
S18B (2) for
each
student.
In
class:
Pe
1. Put
students
in
groups
of
3–4 and give
one
designated
student
in
each
group
a
handout
of
Activity Sheet
S18B (1).
3. Give
each
student
a
handout
of
Activity
Sheet
S18B (2).
4. Have
the
designated
student
read
the
response
on
Activity
Sheet
S18B (1) to
the
group,
one
paragraph
at
a
time.
5. Have
the
group
members
note
the
features
of
the
response
on
Activity Sheet
S18B (2) and
discuss
their
responses.
6. Continue
the
same
way
for
the
remaining
two
responses,
with
a
different group
member
designated
as
the
reader
for
each
response.
7. Discuss
the
answers
together
as
a
class.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
117
Possible
answers
RESPONSE
A:
Banyan
Tree
Paragraph
1
(1) to
present
the
topic
of
the
listening
passage
(2) an
unusual
kind
of
tree,
the
banyan
tree
Paragraph 2
(3) to
present
the
first
main
point
in
support
of
the
topic
(4) that
the
banyan
tree
can
grow
many
new
trunks
and
increase
in
size
Paragraph 3
(5) to
present
the
second
main
point
in
support
of
the
topic
(6) that
one
example
of
a
banyan
tree
in
India
measures
hundreds
of meters
around
and
has
more
than
1,700
trunks
n
RESPONSE
B:
Morton
Salt
Company
Paragraph
1
so
(1) to
present
the
topic
of
the
listening
passage
(2) how
salt
came
to
be
served
in
a
shaker
ar
Paragraph
2
(3) to
present
the
first
main
point
in
support
of
the
topic
(4) that
salt
used
to
be
served
in
bowls
because
it
clumped
and
that
Morton Salt
Pe
Company developed a kind of salt that could be used in shakers
Paragraph
3
(5) to
present
the
second
main
point
in
support
of
the
topic
(6) that
Morton
Salt
Company
developed
the
advertising
slogan
“When
it rains
it
pours,”
which
it
still
uses
today
Paragraph
2
(3) to
present
the
first
main
point
in
support
of
the
topic
118
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
(4) that
the
term
“left”
refers
to
liberal
politics
and
the
term
“right”
refers to
conservative
politics
Paragraph
3
(5) to
present
the
second
main
point
in
support
of
the
topic
(6) that
these
terms
developed
from
seating
positions
in
the
National Assembly
of
France
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
119
SECTION FOUR
WRITING
n
so
ar
Pe
120
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W1A: Targeting Written Fluency
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general written fluency in preparation for
Writing Skill 1: NOTE THE MAIN POINTS AS YOU READ.
n
Before class:
Optional:
You
may
want
to
have
students
complete
this
activity
in
a
computer
lab
if you
have
access
to
one.
(Students
will
have
to
write
on
computers
during the
test,
so
you
may
want
to
have
them
work
on
fluency
on
computers,
if possible.)
Also,
you
may
want
to
have
students
keep
track
of
the
number
of words
that
they
produce
during
each
fluency
activity
so
that
they
can
track their
progress.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
121
Activity W1B: Taking Notes on Reading Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class: so
Prepare
handouts
of
Activity
Sheet
W1B
on
page
A
248.
You
will
need
one
handout for each student.
ar
In
class:
1. Put
students
in
groups
of
3–4 and give
each
student
a
handout.
2. Have
students
read
the
first
passage
and
take
notes
on
the
topic
and main
points.
Pe
3. Ask
the
groups
to
discuss
the
notes
they
took. Then review
the
notes
together
as
a
class.
4. Continue
the
same
way
for
the
remaining
two
passages.
Possible
answers
PASSAGE
A:
Giant
Pandas
TOPIC:
the
resemblance
of
the
giant
panda
to
the
bear,
cat,
or
raccoon
main points about
the
topic:
• resembles bear in size and shape
• resembles raccoon in black fur around eyes
• resembles cat in vertically slit pupils
122
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
PASSAGE
B:
Video
Games
TOPIC:
study
about
the
positive
effects
of
playing
video
games
main
points
about
the topic:
• 100 university students played video games for 10 hours
• students were asked to report on positive feelings
• 100 percent reported experiencing positive feelings
n
PASSAGE
D:
Columbus
TOPIC:
Columbus’s
belief
about
the
shape
of
the
Earth
so
main
points
about
the
topic:
• many others believed the world was flat
ar
• Columbus believed the world was a globe
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
123
Activity W2A: Targeting Written Fluency
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general written fluency in preparation for
Writing Skill 2: NOTE THE MAIN POINTS AS YOU LISTEN.
n
Before class:
1. Tell
students
to
have
a
piece
of
paper
and
a
pen
or
pencil
ready.
ar
2. Tell
students
that
the
purpose
of
the
activity
is
to
write
as
much
as
they can
in
a
short
period
of
time and that
no
one
will
read
what
they
write.
3. Give
students
a
topic.
(Describe
what
you
did
last
weekend.)
4. Give
students
30
seconds
to
think
about
this
topic.
Pe
Optional:
You
may
want
to
have
students
complete
this
activity
in
a
computer
lab
if you
have
access
to
one.
(Students
will
have
to
write
on
computers
during the
test,
so
you
may
want
to
have
them
work
on
fluency
on
computers,
if possible.)
Also,
you
may
want
to
have
students
keep
track
of
the
number
of words
that
they
produce
during
each
fluency
activity
so
that
they
can
track their
progress.
124
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W2B: Taking Notes on Listening Passages
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class: so
Prepare
handouts
of
Activity
Sheet
W2B
on
page
A
250.
You
will
need
one
handout for each student.
ar
In
class:
1. Put
students
in
groups
of
approximately
3–4 and give
one
student
in
each
group
the
first
passage.
Pe
2. Have
the
designated
student
read
the
first
passage
to
the
group
and
have the
group
take
notes
on
the
topic
and
main
points
of
the
passage.
Group members
may
ask
the
reader
questions
about
the
passage
but
may
not
look at
the
passage.
3. Have
the
groups
discuss
the
notes
they
took.
4. Review
the
notes
together
as
a
class.
5. Continue
the
same
way
for
the
remaining
three
passages, having a different
student read each one.
Possible
answers
PASSAGE
A:
Giant
Pandas
TOPIC:
DNA
studies
showing
that
the
giant
panda
is
related
to
the
bear
main
points
about
the
topic:
• DNA of giant panda matches bear and not cat or raccoon
• DNA is better than visual assessment in determining scientific classification
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
125
PASSAGE
B:
Video
Games
TOPIC:
weaknesses
of
the
study
main
points
about
the topic:
• does not ask about negative feelings or about percentage of time positive feelings
were
experienced
• results of studies about other leisure activities such as sports were omitted
from
the
study
n
main
points
about
the topic:
• found that tracks became larger when they melted and then refroze
• concluded that tracks had been made by a small animal (and not Yeti) so
PASSAGE
D:
Columbus
TOPIC:
proof
of
Columbus’s
beliefs
ar
main
points
about the topic:
• familiarity with Greek texts describing spherical Earth
• Columbus’s plan to travel to India by heading west
Pe
126
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W3A: Understanding Doubt and Support
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class: so
Prepare
handouts
of
Activity
Sheet
W3A
on
page
A
252.
You
will
need
one
handout for every two students.
In
class:
ar
1. Put
students
in
pairs and give
each
pair
a
handout.
2. Explain
that
this
skill
requires
students
to
differentiate
between
ideas
that cast
doubt
(or
challenge)
and
ideas
that
support
(or
add
to).
Pe
3. Have
students
study
each
pair
of
sentences
and
decide
whether
the second
sentence
casts
doubt
on
or
supports
the
first
sentence.
4. Discuss
the
answers
together
as
a
class.
Answers
(1) casts
doubt
(2) supports
(3) casts
doubt
(4) supports
(5) casts
doubt
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
127
Activity W3B: Recognizing Doubt and Support in News Stories
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Writing Skill 3: PLAN
A POINT-BY-POINT RESPONSE USING YOUR NOTES.
n
Before class: so
Prepare
handouts
of
Activity
Sheet
W3B
on
page
A
253. You will
need enough
handouts so that each half of the class has a copy of either the top or bottom version of
the three news stories.
ar
In
class:
2. Give
some
of
students
in
each
group
version
1
of
STORY
A:
Robbery, and
give
the
other
students
in
the
group
version
2
of
STORY
A:
Robbery.
3. Have
the
groups
discuss
whether
their
information
casts
doubt
on
or supports
the
information
the
others
have.
4. Review
the
information
as
a
class.
5. Repeat
this
process
with
the
Weather
story
and
the
Sports
story.
Possible
answers
STORY
A:
Robbery
Story
A
version
2
supports
Story
A
version
1
in
the
following
ways:
• that there was a crime
• that a business was robbed
• that money was taken
• that two robbers were arrested by the police
Story A version 2 casts doubt on Story A version 1 in the following ways:
128
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
• the time the crime took place
• the kind of business that was robbed
• the amount of money that was taken
• the number of robbers
Story
B
version
2
casts
doubt
on
Story
B
version
1
in
the
following
ways:
• when the tornadoes struck
• how long the most powerful tornado was on the ground
n
• how many people were seriously injured
• what the National Weather Service’s prediction is for today
Story
C
version
2
casts
doubt
on
Story
C
version
1
in
the
following
ways:
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
129
Activity W4A: Targeting Written Fluency
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general written fluency in preparation for
Writing Skill 4: WRITE A POINT-BY-POINT RESPONSE USING YOUR PLAN.
n
Before class:
1. Tell
students
to
have
a
piece
of
paper
and
a
pen
or
pencil
ready.
ar
2. Tell
students
that
the
purpose
of
the
activity
is
to
write
as
much
as
they can
in
a
short
period
of
time and that
no
one
will
read
what
they
write.
3. Give
students
a
topic.
(Describe
the kinds of clothes you like to wear.)
4. Give
students
30
seconds
to
think
about
this
topic.
Pe
Optional:
You
may
want
to
have
students
complete
this
activity
in
a
computer
lab
if you
have
access
to
one.
(Students
will
have
to
write
on
computers
during the
test,
so
you
may
want
to
have
them
work
on
fluency
on
computers,
if possible.)
Also,
you
may
want
to
have
students
keep
track
of
the
number
of words
that
they
produce
during
each
fluency
activity
so
that
they
can
track their
progress.
130
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W4B: Choosing Supporting Paragraphs
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Before class:
Prepare handouts of Activity Sheet W4B on page A 256. You will need one
n
handout for every two students.
In class:
1.
Put
the
students
in
pairs and give each
pair
a
handout.
so
2.
Have
the
pairs
read
each
set
of
supporting
paragraphs
on
reading and then
discuss
the
strengths
and
weaknesses
of
each supporting
paragraph.
ar
3.
Have
the
pairs
decide
which
supporting
paragraph
in
each
set
is
best.
4.
Review
the
answers
as
a
class.
Pe
Possible
answers
SET
A:
Hillary
and
Yeti
(1)
does
not
include
the
topic
(2)
does
not
include
all
the
points
(3)
has
inaccurate
information
(4)
is
the
best
supporting
paragraph on
reading
(5)
has
extra
information
©
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Permission
granted
to
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CLASSROOM
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131
Activity W5A: Completing Dialogues
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general written fluency in preparation for
Writing Skill 5: USE AN ALTERNATIVE METHOD TO WRITE YOUR
RESPONSE: BLOCK METHOD.
n
Before class:
so
Prepare
handouts
of
Activity
Sheet
W5A
on
page
A
258.
You
will
need
one
handout for each student.
ar
In
class:
1.
Put
the
students
in
pairs and give
each
student
a
handout.
Pe
2.
Have
each
student
read
the
first
line
of
the
first
dialogue and then write
another
line
to
add
to
the
dialogue.
3.
Ask
students to
exchange
papers
with
their
partner and then add
a
new
line
to
the
dialogue
and
exchange papers
again.
4.
Continue
this
way
until
the
first
dialogue
is
complete.
5.
Give
students
time
to
read
the
completed
dialogues.
6.
Complete
the
second
and
third
dialogues
in
the
same
way,
with
either
the same
partners or
with
new
partners.
132
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W5B: Choosing Supporting Paragraphs
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Writing Skill 5: USE
AN ALTERNATIVE METHOD TO WRITE YOUR RESPONSE: BLOCK METHOD.
Before class:
Prepare handouts of Activity Sheet W5B on page A 261. You will need one
n
handout for every two students.
In class:
1.
Put
the
students
in
pairs and give each
pair
a
handout.
so
2.
Have
the
pairs
read
each
set
of
supporting
paragraphs
on
reading and then
discuss
the
strengths
and
weaknesses
of
each supporting
paragraph.
ar
3.
Have
the
pairs
decide
which
supporting
paragraph
in
each
set
is
best.
4.
Review
the
answers
as
a
class.
Pe
Possible
answers
SET
A:
Hillary
and
Yeti
(1)
has
sentence
structure
that
is too
simple
(2) has
an
inaccurate
conclusion
(3)
does
not
include
information from
the
reading
passage
(4)
does
not
include
the
topic
(5)
is
the
best
supporting
paragraph on
listening
©
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Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
133
Activity W6A: Targeting Written Fluency
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general written fluency in preparation for
Writing Skill 6: WRITE A TOPIC STATEMENT AND CONCLUSION.
n
Before class:
1. Tell
students
to
have
a
piece
of
paper
and
a
pen
or
pencil
ready.
ar
2. Tell
students
that
the
purpose
of
the
activity
is
to
write
as
much
as
they can
in
a
short
period
of
time and that
no
one
will
read
what
they
write.
3. Give
students
a
topic.
(Describe
your teacher.)
4. Give
students
30
seconds
to
think
about
this
topic.
Pe
Optional:
You
may
want
to
have
students
complete
this
activity
in
a
computer
lab
if you
have
access
to
one.
(Students
will
have
to
write
on
computers
during the
test,
so
you
may
want
to
have
them
work
on
fluency
on
computers,
if possible.)
Also,
you
may
want
to
have
students
keep
track
of
the
number
of words
that
they
produce
during
each
fluency
activity
so
that
they
can
track their
progress.
134
CLASSROOM
ACTIVITIES
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by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W6B: Choosing Topic Statements
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class: so
Prepare
handouts
of
Activity
Sheet
WBB
on
page
A
263.
You
will
need
one
handout for every two students.
ar
In
class:
1.
Put
the
students
in
pairs and give
each
pair
a
handout.
Pe
2.
Have
the
pairs
read
each
set
of
topic
statements and then discuss
the
strengths
and
weaknesses
of
each
topic statement
in
a
set.
3.
Have
the
students
decide
which
topic
statements
in
each
set
are
good.
4.
Review
the
answers
as
a
class.
Possible
answers
SET
A:
Hillary
and
Yeti
(1) is
too
general
(2)
is
a
good
topic
statement
(3)
has
too
much
information
(4)
is
a
good
topic
statement
(5)
contains
an
inaccurate
idea
(6)
has
incorrect
sentence
structure
(7)
is
a
good
topic
statement
(8)
is
too
general
©
2015
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Permission
granted
to
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for
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use.
CLASSROOM
ACTIVITIES
135
SET
B:
Columbus
(1) has
incorrect
sentence
structure
(2)
is
too
general
(3)
does
not
show
relationship between
two
passages
(4)
is
a
good
topic
statement
(5)
contains
an
inaccurate
idea
(6) is
a
good
topic
statement
(7)
provides
too
much
information
(8)
is
a
good
topic
statement
n
so
ar
Pe
136
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W7A: Completing Sentence Structures
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
Before class:
Prepare
handouts
of
Activity
Sheet
W7A
on
page
A
265.
You
will
need
one
handout for every two students.
n
In
class: so
1. Put
students
in
pairs and give
each
pair
a
handout.
2. Have
pairs
work
together
to
fill
in
the
blanks
in
the
sentences.
3. Review
the
answers
as
a
class.
ar
Answers
(1) so
(2) however
(3) Since
Pe
(4) Unfortunately
(5) What
(6) but
(7) who
(8) Even
though
(9) therefore
(10) how
(11) which
(12) by
the
time
Optional:
Turn
this
activity
into
a
competition
by
giving
pairs
one
point
for
each correct
answer.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
137
Activity W7B: Targeting Written Sentence Structure
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
138
CLASSROOM
ACTIVITIES
©
2015
by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W8A: Editing Grammar
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
iBT, 3E
n
Before class:
Prepare
handouts
of
Activity
Sheet
W8A
on
page
A
266.
You
will
need
one
handout for every two students.
so
In
class:
ar
1. Put
students
in
pairs and give
each
pair
a
handout.
2. Have
pairs
work
together
to
correct
the
errors
in
the
sentences.
3. Review
the
answers
as
a
class.
Pe
Answers
(1) honester
should
be
more
honest
(2) scheduled
should
be
is
scheduled
(3) has
already
began
should
be
has
already
begun
(4) correct
(5) completed
quickly
should
be
quickly
completed (or
completed
the
assignment
quickly)
(6) will
all
leave
should
be
would
all
leave (or
knew
should
be
knows)
(7) correct
(8) about
it
should
be
about
them
(9) less
calories
should
be
fewer
calories
(10) lesson
should
be
a
lesson
(11) correct
(12) an
interesting
analyses
should
be
an
interesting
analysis (or
interesting
analyses)
(13) correct
(14) they
must
be
neat
should
be
neat
©
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CLASSROOM
ACTIVITIES
139
(15) is
should
be
are
(16) the
worse
one
should
be
the
worst
one
(17) amount
should
be
number
(18) correct
(19) we
have
seen
should
be
have
we
seen
(20) A
back
should
be
The
back
Optional:
Turn
this
activity
into
a
competition
by
giving
pairs
one
point
for
each correct
answer.
n
so
ar
Pe
140
CLASSROOM
ACTIVITIES
©
2015
by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W8B: Targeting Written Grammar
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
1. Tell
students
to
have
a
piece
of
paper
and
a
pen
or
pencil
ready.
ar
2. Tell
students
that
the
purpose
of
the
activity
is
to
use
correct grammar
in
their
writing and that some
of
their
classmates
will
read
what
they
write.
3. Give
students
a
topic.
(Describe
your
family.)
4. Give
students
30
seconds
to
think
about
this
topic.
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
141
Activity W9A: Writing a Circular Story
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general written fluency in preparation for
Writing Skill 9: DECODE THE ESSAY PROMPTS.
n
Before class: so
Prepare
handouts
of
Activity
Sheet
W9A
on
page
A
267.
You
will
need
one
handout for each student.
ar
In
class:
1.
Have
the
students
place
their
chairs
so
that
they
are
seated
in
one
large circle
(or
in
several
smaller
circles).
Pe
2.
Give
each
student
a
handout and ask them to write
their names
on
the
Activity
Sheet.
3.
Have
each
student
read
the
first
line
of
the
story
at
the
top
of
the
page and then add
another
line
to
the
story.
4.
Each
student
should
pass
the
paper
to
the
student
seated
to
the
left, then read
what
the
previous
student
wrote,
and
add
an additional
line
to
the
story.
5.
Continue
this
way
until
each student has written a line.
6.
Return
the
papers
to
the
students
whose
names
are
written
on
the
papers.
142
CLASSROOM
ACTIVITIES
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2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W9B: Writing Listening Questions
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
No preparation is necessary. so
In class:
4. Have students in each group work together to write two of each type of question,
underlining the verb and key vocabulary.
©
2015
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Education,
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Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
143
Activity W10A: Writing Notes
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general written fluency in preparation for
Writing Skill 10: PLAN BEFORE YOU WRITE: OUTLINING.
n
Before class:
Prepare
pieces
of
scrap
paper
so
that
students
can
write
notes.
You
will need
so
enough
pieces
for
each
student
to
write
10
to
12
notes.
In
class:
ar
1. Pass
out
several
pieces
of
paper
to
each
student.
2. Explain
to
students
that
the
purpose
of
the
activity
is
to
help
them improve
their
writing
fluency
(ability
to
produce
a
lot
of
written
material quickly)
and
comprehensibility
(ability
of
others
to
understand
what
you have
written).
Pe
3. Tell
students
that
they
may
not
talk
at
all
during
this
activity.
They
may
communicate
only
in
writing.
4. Tell
students
that
they
may
write
notes
to
any
students
in
the
class. They
should
include
their
names
on
the
notes
they
write.
5. Tell
students
that
they
may
write
notes
in
response
to
any
notes they
receive.
6. Encourage
students
to
write
as
many
notes
as
they
can.
7. Give
students
about
10
minutes
to
communicate
back
and
forth
with their
classmates
in
writing.
144
CLASSROOM
ACTIVITIES
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granted
to
reproduce
for
classroom
use.
Activity W10B: Selecting Ideas for a Logical Plan
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Writing Skill 10:
PLAN BEFORE YOU WRITE: OUTLINING.
n
Before class:
Prepare
handouts
of
Activity
Sheet
W10B
on
page
A
268.
You
will
need
one
handout for every two students.
so
In
class:
ar
1. Put
students
in
pairs and give
each
pair
a
handout.
2. Ask
students
to
select
ideas
from
the
given
ideas
to
create
a
logical
plan for
an
essay.
Pe
3. Have
students
fill
in
the
plan
at
the
bottom
of
the
page
with
the
numbers of
the
ideas
that
create
a
logical
plan.
4. Discuss
the
answers
together
as
a
class.
Answers
(NOTE:
the
selected
reasons
and
details
may
be
in
a
different
order)
I. Introduction:
11
II. Reason
1:
2
Details:
14,
8,
17
III. Reason
2:
13
Details:
4,
10,
18
IV. Conclusion:
15
©
2015
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Permission
granted
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for
classroom
use.
CLASSROOM
ACTIVITIES
145
Activity W11A: Reacting to a Situation
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to improve general written fluency in preparation for
Writing Skill 11: WRITE UNIFIED SUPPORTING PARAGRAPHS.
n
Before class: so
Prepare
handouts
of
Activity
Sheet
W11A
on
page
A
270.
You
will
need
one
handout for each student.
ar
In
class:
1. Have
students
place
their
chairs
so
that
they
are
seated
in
one
large circle
(or
in
several
smaller
circles).
Pe
2. Give
each
student
a
handout and ask
each
student
to
write
his
or
her
name
at
the
top
of
the
Activity
Sheet.
3. Have
students
read
the
situation
at
the
top
of
the
Activity
Sheet and then write
a
sentence
or
two
in
reaction
to
the
situation.
4. Each
student
should
pass
the
paper
to
the
student
seated
to
the
left, read
what
the
previous
student
wrote,
and
react
to what
that
student
has
written.
5. Have
each
student
pass
the paper to the left and add a comment addressing both
the original reaction and the first comment to the new paper
he
or
she
receives.
6. Continue
this
way
until
five students have commented.
7. Return
the
papers
to
students
whose
names
are
written
on
the
papers and
give
them
time
to
read
the
comments
the
other
students
have
added.
146
CLASSROOM
ACTIVITIES
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2015
by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W11B: Choosing the Best Supporting Paragraphs
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
iBT, 3E
The purpose of this activity is to reinforce the information in Writing Skill 11:
WRITE UNIFIED SUPPORTING PARAGRAPHS.
Before class:
n
Prepare
handouts
of
Activity
Sheet
W11B
on
page
A
271.
You
will
need
one handout
for every two students.
In
class:
so
1. Put
students
in
pairs and give
each
pair
a
handout.
ar
2. Have
pairs
read
each
set
of
supporting
paragraphs and then discuss
the
strengths
and
weaknesses
of
each supporting
paragraph.
3. Ask
pairs
to
decide
which
supporting
paragraph
in
each
set
is
the
best.
4. Review
the
answers
as
a
class.
Pe
Possible
answers
SET
A:
The
first
supporting
paragraph
(1) does
not
have
enough
details
(2) does
not
have
a
clear
topic
(or
reason)
(3) has
sentence
structure
and
ideas
that
are
too
simple
(4) is
the
best
first
supporting
paragraph
(5) has
too
much
unnecessary
information
©
2015
by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
147
Activity W12A: Offering Advice
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
so
Prepare
handouts
of
Activity
Sheet
W12A
on
page
A
273.
You
will
need
one
handout for each student.
ar
In
class:
1. Have
students
place
their
chairs
so
that
they
are
seated
in
one
large circle
(or
in
Pe
148
CLASSROOM
ACTIVITIES
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2015
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Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W12B: Selecting Possible Connections
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Writing Skill 12:
CONNECT THE SUPPORTING PARAGRAPHS.
n
Before class: so
Prepare
handouts
of
Activity
Sheet
W12B
on
page
A
274.
You
will
need
one
handout for every two students.
ar
In
class:
on
a
memorable
moving
day
and
the
two
sets
of
possible
connections for
these
two
paragraphs.
3. Ask
students
to
check
the
connections
that
function
well
to
introduce these
supporting
paragraphs.
4. Review
the
answers
together
as
a
class.
Possible
answers
POSSIBLE
CONNECTIONS
TO
INTRODUCE
SP1
(1) is
not
a
complete
sentence
(2) functions
well
as
a
connection
(3) includes
the
idea
of
SP2
and
should
not
(4) functions
well
as
a
connection
(5) functions
well
as
a
connection
©
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CLASSROOM
ACTIVITIES
149
POSSIBLE
CONNECTIONS
TO
INTRODUCE
SP2
(1) functions
well
as
a
connection
(2) is
a
run-on
sentence
(3) functions
well
as
a
connection
(4) functions
well
as
a
connection
(5) does
not
include
the
idea
of
SP1
and
should
n
so
ar
Pe
150
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W13A: Writing a Circular Story
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
Before class:
Prepare
handouts
of
Activity
Sheet
W13A
on
page
A
276.
You
will
need
one so
handout for each student.
In class:
ar
1. Have
students
place
their
chairs
so
that
they
are
seated
in
one
large circle
(or
in
several
smaller
circles).
2. Give
each
student
a
handout and have each
student
write
his
or
her
name
on
the
Pe
Activity
Sheet.
3. Have
each
student
read
the
first
part
of
the
story
at
the
top
of
the
page and then add
another
line
to
the
story.
4. Have
each
student
pass
the
paper
to
the
student
seated
to
the
left.
5. Have
each
student
read
what
the
previous
student
wrote
and
add
an additional
line
to
the
story.
6. Continue
this
way
until
each story has 11 lines.
7. Return
the
papers
to
students
whose
names
are
written
on
the
papers.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
151
Activity W13B: Choosing the Best Introduction and the Best
Conclusion
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Writing Skill 13:
WRITE THE INTRODUCTION AND CONCLUSION.
Before class:
n
Prepare
handouts
of
Activity
Sheet
W13B
on
page
A
277.
You
will
need
one
handout for every two students.
In class:
Answers
ESSAY INTRODUCTIONS
(1) does not include the organization
(2) is the best introduction
(3) gives too much information
(4) does not start with information to interest the reader
(5) includes only part of the organization
ESSAY CONCLUSIONS
(1) has an incomplete summary
(2) does not include the topic
(3) has an incomplete summary
(4) is the best conclusion
(5) includes unnecessary information
152
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W14A: Editing Sentence Structure
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
n
SENTENCE STRUCTURE.
Before class:
Prepare
handouts
of
Activity
Sheet
W14A
on
page
A
279.
You
will
need
one
so
handout for every two students.
ar
In
class:
2. Have
pairs
work
together
to
add
punctuation
and
capital
letters
to the
sentences.
3. Review
the
answers
as
a
class.
Answers
(1)
We
.
.
.
movie.
(2)
We
.
.
.
disappointed.
The
.
.
.
good.
We
.
.
.
disappointed;
the
.
.
.
good.
(3)
We
.
.
.
good.
(4)
The
.
.
.
disappointing.
Therefore,
we
.
.
.
movie.
The
.
.
.
disappointing;
therefore,
we
.
.
.
movie.
(5) Since
.
.
.
good,
we
.
.
.
movie.
(6) The
.
.
.
expected,
so
.
.
.
disappointed.
(7) The
.
.
.
changed,
or
.
.
.
movie.
(8) The
.
.
.
disappointing.
Nonetheless,
we
.
.
.
movie.
The
.
.
.
disappointing;
nonetheless,
we
.
.
.
movie.
(9) The
.
.
.
good,
but
.
.
.
anyway.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
153
(10) Although
.
.
.
good,
we
.
.
.
it.
(11) The
.
.
.
good.
Sadly,
we
.
.
.
this.
The
.
.
.
good;
sadly,
we
.
.
.
this.
(12) We
.
.
.
did.
However,
we
.
.
.
movie.
We
.
.
.
did;
however,
we
.
.
.
movie.
Optional:
Turn
this
activity
into
a
competition
by
giving
pairs
1
point
for
each correct
answer.
n
so
ar
Pe
154
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
Activity W14B: Targeting Written Sentence Structure
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Writing Skill 14:
REVIEW SENTENCE STRUCTURE.
n
Before class:
1. Tell
students
to
have
a
piece
of
paper
and
a
pen
or
pencil
ready.
ar
2. Tell
students
that
the
purpose
of
the
activity
is
to
use
a
variety
of sentence
structures
in
their
writing and that some
of
their
classmates
will
read
what
they
write.
3. Give
students
a
topic.
(Describe
your
career
plans.)
4. Give
students
30
seconds
to
think
about
this
topic.
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
155
Activity W15A: Editing Grammar
WARM-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT test
iBT, 3E
The purpose of this activity is introduce Writing Skill 15: REVIEW GRAMMAR.
n
Before class:
so
Prepare
handouts
of
Activity
Sheet
W15A
on
page
A
280.
You
will
need
one
handout for every two students.
In
class:
ar
1. Put
students
in
pairs and give each
pair
a
handout.
2. Have
pairs
work
together
to
correct
the
errors
in
the
sentences.
3. Review
the
answers
as
a
class.
Pe
Answers
(1) party
should
be
a
party
(2) graded
quickly
should
be
quickly
graded
(or
graded
the
papers
for
the
students
quickly)
(3) less
should
be
fewer
(4) have
just
ran
should
be
have
just
run
(5) correct
(6) is
should
be
are
(7) correct
(8) interested
should
be
is
interested
(9) then
should
be
than
(10) correct
(11)they
had
looked
should
be
it
had
looked
(12) correct
(13) an
incredible
phenomena
should
be
an
incredible
phenomenon
(or
incredible
phenomena)
156
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
(14)
amount
should
be
number
(15) a
hour
should
be
the
hour
(16) will
should
be
would
(17) correct
(18) least
time
should
be
the
least
time
(19) motivate
should
be
motivated
(20) we
managed
should
be
did
we
manage
Optional:
Turn
this
activity
into
a
competition
by
giving
pairs
1
point
for
each correct
answer.
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
157
Activity W15B: Targeting Written Grammar
FOLLOW-UP ACTIVITY
Materials
®
Longman Preparation Course for the TOEFL iBT Test
®
iBT , 3E
The purpose of this activity is to reinforce the information in Writing Skill 15:
REVIEW GRAMMAR.
n
Before class:
1. Tell
students
to
have
a
piece
of
paper
and
a
pen
or
pencil
ready.
ar
2. Tell
students
that
the
purpose
of
the
activity
is
to
use
correct grammar in their
writing and that some
of
their
classmates
will
read
what
they
write.
3. Give
students
a
topic.
(Describe
how
you
feel
about
sports.)
4. Give
students
30
seconds
to
think
about
this
topic.
Pe
158
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY SHEETS
SECTION ONE
READING
n
so
ar
Pe
DIRECTIONS: Discuss
the
meanings
of
the
highlighted
words,
and
write
the
meanings
on
the
lines
below.
MEANING:
(2) A diurnal animal is active during the day and sleeps at night.
MEANING:
n
MEANING:
(4)
so
She
tends
to
ruminate
considerably
before
coming
to
decisions.
MEANING:
(5) We
will
have
to
table
that
idea
until
the
next
meeting.
ar
MEANING:
(6) His
august
manner
gave
him
the
appearance
of
a
true
leader.
Pe
MEANING:
(7) Your opinion doesn’t count as much as mine does.
MEANING:
(8) The production is on hiatus for two weeks, so we can’t see it.
MEANING:
(9) They earned their keep by doing work around the house.
MEANING:
(10) The company’s current success augurs well for the future.
MEANING:
160
CLASSROOM
ACTIVITIES
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2015
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Education,
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Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY SHEET R2B
Pronoun and Referent Hunt
DIRECTIONS: Underline
the
pronouns
in
the
following
passage.
Draw
arrows
to the
referents.
(The
number
in
parentheses
following
each
paragraph
indicates
the number
of
pronouns
in
the
paragraph.)
1► University City. The case of former a result of the statement she made
university student Andrew Hale came to to university officials, the police
a close yesterday as an agreement was were called in and steps were taken
n
reached by local authorities, university which resulted in yesterday's
officials, and attorneys for Mr. Hale. agreement. (9)
Under this agreement, Mr. Hale will not so 4► Under the agreement, Hale will
serve any time in prison, but he faces a be expelled immediately as a
number penalties, including expulsion university student, will serve eight
from the university, house arrest, months under house arrest, and will
required universtiy service, and a huge pay a fine of $100,000 to the
fine for the grade selling scheme he university. During his term of house
ar
hatched, which will be imposed arrest, he must work for the
immediately. (3) university's security division, with
2► Mr. Hale, a computer whiz, his entire salary going toward the
succeeded in hacking his way into fine. He will have one responsibility
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
161
ACTIVITY SHEET R3A
Dividing
Sentences
into
Meaningful
Parts
DIRECTIONS: Divide each of the following sentences into meaningful parts.
(1)
While the drinking of hot tea beverages has been around for at least five millennia,
the sipping of the iced version of the drink has been around for little more than a
century.
(2)
The
Tiffany
Diamond,
extracted
from
the
Kimberley
mines
in
South
Africa
in
1877,
is
the
largest
flawless
and
perfectly
colored
canary,
or
yellow,
diamond that
has
ever
been
mined.
(3)
The
popcorn
kernel
has
a
hard
shell
with
microscopic
drops
of
water
sealed
inside
that,
when
heated
above
212˚F,
turns
to
steam
and
creates
enough pressure
n
to
cause
the
hard
shell
to
pop.
(4)
The
conventional
picture
of
class
politics
is
composed
of
the
Haves,
who
favor
so
stability
to
keep
what
they
have,
and
the
Have-Nots,
who
want
a
touch
of instability
and
change
in
which
to
scramble
for
things
they
have
not.
(5)
When
the
Empire
State
Building
opened
for
business
in
1931
during
the
Great
Depression,
fewer
than
a
quarter
of
the
offices
were
occupied,
but
building
ar
management
turned
on
lights
in
many
of
the
empty
offices
so
that
no
one would
know
how
empty
the
building
was.
Pe
162
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
R3B
Understanding
the
Meaningful
Parts
of
Sentences
DIRECTIONS:
Divide
each
of
the
following
sentences
into
meaningful
parts
and
determine
the
meanings
of
the
parts
of
the
sentences.
(1) The
outdated
custom
of
giving
an
apple
to
the
teacher
developed
during the
days
when
teachers
were
paid
little
or
no
cash,
and
parents
gave
them whatever
goods
or
services
they
could
in
lieu
of
cash.
(2) In
the
early
days
of
its
use,
before
people
were
fully
cognizant
of
its
effects, heroin
was
believed
to
be
a
non-addictive
substitute
for
very
addictive morphine;
the
name
“heroin”
was
chosen
to
describe
the
heroic
pain-killing properties
of
the
drug.
n
(3) People
once
believed
that
their
souls
could
escape
through
their
open
mouths
when
they
yawned,
so
the
custom
of
covering
one’s
mouth
when
one
yawned
developed
not
so
much
as
a
way
of
preventing
others
from
seeing
one’s
open mouth
so
but
from
the
desire
to
bar
the
soul’s
path
of
exit.
(4) Democracy
advocates
both
individualism
and
responsibility
to
society; however,
the
democratic
self
is
torn
between
the
duty
to
self,
which
is
implied by
the
concept
of
liberty,
and
the
duty
to
society,
which
is
implied
by
the concepts
of
equality
and
ar
fraternity.
(5) Having
been
rescued
by
some
literary
critics
from
neglect
and
indeed gradually
lionized
by
some,
Jane
Austen
steadily
reached,
by
the
mid-nineteenth
century,
the
Pe
©
2015
by
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Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
163
ACTIVITY
SHEET
R4A
Using
Transitions
to
Order
Short
Passages
DIRECTIONS:
Number
the
sentences
in
each
paragraph
in
the
correct
order (from
1 to 15), and
underline
the
transitions
and
repeated
ideas
that
help
you
understand
the
correct
order.
n
These
men
would
be
less
fearful
of
taking
planes
if
they
knew
that
women were
not
afraid
to
fly. so
A
woman
named
Ellen
Church
decided
to
change
this
situation.
would
not
be
as
loyal
to
their
employer
as
single
women.
This
was
not
just
because
it
was
considered
attractive
but
because
the
planes
could
not
handle
too
much
weight.
There
were
many
requirements
for
early
female
flight
attendants.
Last
but
not
least,
they
had
to
be
registered
nurses
in
order
to
care
for
the
passengers
and
crew.
164
CLASSROOM
ACTIVITIES
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2015
by
Pearson
Education,
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Permission
granted
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reproduce
for
classroom
use.
PASSAGE:
Early
Flight
Attendants
Paragraph
C
In
the
air,
they
had
to
serve
and
care
for
the
passengers.
They
earned
$125
for
100
hours
of
flying.
In
addition
to
these
responsibilities
in
the
air,
they
also
had
responsibilities
on
the
ground,
including
cleaning
the
inside
and
outside of
the
plane,
loading
and
unloading
luggage,
and
pushing
the
plane
in
and out
of
the
hangar.
They
had
to
work
really
hard
to
earn
this
money,
both
in
the
air
and
on
the
ground.
Early
female
flight
attendants
earned
a
relatively
small
wage
for
a
tremendous
amount
of
work.
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
165
ACTIVITY
SHEET
R4B
Using
Transitions
to
Order
a
Long
Passage
DIRECTIONS:
Number
the
sentences
in
the
passage
in
the
correct
order (from 1 to
16), and
underline
the
transitions
and
repeated
ideas
that
help
you
understand
the correct
order.
n
The
woman
in
question
was
Daisy
Singer
Alexander,
a
member
of
the family
that
created
Singer
Sewing
Machines.
The
will
that
she
wrote
said,
in
part:
“I
leave
my
entire
estate
to
the person
ar
who
finds
this
bottle,”
and
she
stuffed
the
will
into
a
bottle.
This
strange
but
true
story
has
to
do
with
an
unusual
will.
He
found
out
that
the
message
was
indeed
real
and
that
he
had
millions of
dollars
coming
to
him.
Pe
From
its
starting
point
in
the
river,
the
bottle
eventually
made
its
way
to the
other
side
of
the
world.
A
will
is
a
document
showing
what
will
happen
with
your
money
after your
death,
and
this
was
the
will
of
a
female
member
of
a
well-known business
family.
He
decided
to
investigate
whether
the
message
was
true.
After
a
twelve-year
trip,
the
bottle
landed
on
a
beach
in
San Francisco,
California.
A
man
walking
along
this
particular
California
beach
found
the
bottle.
She
took
the
bottle
with
the
will
in
it
down
to
the
Thames
River
near her home.
166
CLASSROOM
ACTIVITIES
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granted
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classroom
use.
ACTIVITY
SHEET
R5A
Finding
Detail
Answers
DIRECTIONS:
Skim
for
answers
to
the
questions
as
quickly
as
possible
(without
reading
the
passage
first).
PASSAGE:
Subway
Paragraph
A
Subway
sandwich
shops
are
all
over
the
world
today,
but
they
have not
actually
been
in
business
for
a
significant
length
of
time.
The
first Subway
shop
was
founded
in
1965
by
Fred
DeLuca,
who
was
at
the
time only
seventeen
years
old.
Fred
created
the
first
Subway
shop
because
he
was trying
to
find
a
way
to
finance
his
university
education.
Other
students
his
age were
looking
for
jobs
as
salesclerks,
waitpersons,
lifeguards,
or
camp counselors
to
help
pay
for
university,
but
Fred
took
a
very
n
different
path
and decided
to
open
a
sandwich
shop.
(1)
(2)
(3)
In
what
decade
was
Subway
established?
How
old
was
the
founder
of
Subway
when
he
started
the
business?
Why
did
Fred
start
Subway?
so
(4) What
were
more
normal
jobs
for
seventeen-year-olds?
ar
PASSAGE:
Subway
Paragraph
B
Pe
Fred
opened
his
first
sandwich
shop
in
Bridgeport,
Connecticut,
with
only a
$2,000
investment
from
a
family
friend.
Family
and
friends
all
pitched
in
to try
to
make
the
first
shop
a
success
on
a
very
limited
budget.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
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for
classroom
use.
CLASSROOM
ACTIVITIES
167
PASSAGE:
Subway
Paragraph
C
Things
did
not
work
out
well
in
the
beginning
because
little
planning
had gone
into
this
first
venture,
and
Fred
had
only
limited
time
to
devote
to
it. There
were
no
processes
in
place
to
deal
with
the
finances
of
the
business,
or the
inventory,
or
the
marketing,
and
Fred
was
by
this
time
a
student
at
the University
of
Bridgeport
who
was
dealing
with
the
sandwich
shop
in
addition to
his
studies.
n
PASSAGE:
Subway
Paragraph
D
so
Through
a
lot
of
trial
and
error,
Fred
learned
that
it
was
important
to
have a
business
plan
and
to
have
control
over
the
processes
that
were
part
of
the business
in
order
to
succeed.
As
he
learned
more
about
business,
he
was
able to
open
more
ar
sandwich
shops.
He
had
sixteen
stores
by
1972,
and
ten
years
later he
was
operating
200
shops.
Today
the
number
of
Subway
shops
numbers
in the
tens
of
thousands
worldwide.
Pe
168
CLASSROOM
ACTIVITIES
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2015
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Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
R5B
Finding
and
Restating
Detail
Answers
DIRECTIONS:
Skim
for
the
answers
to
the
questions
as
quickly
as
possible
(without
reading
the
passage
first).
Discuss
ways
to
restate
the
answers
that
you
find
with
your
group.
n
(1) When
does
the
number
of
bones
go
down? so
(2) How
many
bones
does
a
newborn
have
at
birth?
(3) How
many
bones
does
a
full-grown
adult
have?
ar
PASSAGE:
The
Bones
of
the
Human
Body
Paragraph
B
The
number
of
bones
changes
because
of
processes
that
occur
as
a
baby grows
Pe
to
maturity.
One
process
that
occurs
is
the
hardening
of
the
bones
as they
grow,
while
another
related
process
that
occurs
is
the
fusing,
or
growing together,
of
various
bones.
A
baby
is
born
with
very
soft
bones
that
are,
quite obviously,
small;
the
bones
begin
to
harden
as
the
baby
matures
and
grows and
as
calcium
from
milk
and
other
dairy
products
becomes
part
of
the
diet. The
bones
continue
to
grow
and
harden
throughout
youth.
Growth
of
the bones
eventually
ceases
between
the
ages
of
fifteen
and
twenty-five,
something that
tends
to
occur
earlier
in
females
than
in
males,
and
the
calcium
layer
of the
bone
seals
when
bone
growth
has
finished.
©
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Pearson
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Permission
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CLASSROOM
ACTIVITIES
169
PASSAGE:
The
Bones
of
the
Human
Body
Paragraph
C
Bone
fusion
is
a
process
that
occurs
alongside
the
processes
of
bone
growth and
hardening,
and
these
related
processes
together
result
in
a
decrease
in the
number
of
bones
in
the
human
body
from
birth
to
maturity.
Fusion
is a
process
by
which
bones
grow
together.
Some
of
a
baby’s
softer
bones
fuse together
as
the
bones
grow
and
harden.
A
baby
is
born
with
a
soft
spot
at
the top
of
the
head
because
the
skull
is
two
pieces
at
the
sides
of
the
head
at
birth; these
two
sides
of
the
skull
fuse
together
and
the
soft
spot
disappears
when the
baby
is
between
one
and
two
years
of
age.
The
collarbone
is
generally
the last
bone
to
fuse,
resulting
in
a
final
count
of
206
bones
in
the
average
adult, though
approximately
five
percent
of
adults
have
more
than
this
number
of bones
because
some
bones
failed
to
fuse
before
bone
growth
finished
and
the calcium
layer
sealed.
n
(8) What
processes
cause
the
total
number
of
bones
in
the
human
body
to go
down?
(9) Which
bones
tend
to
grow
together
in
babies?
(10) Which
bones
tend
to
grow
together
last? so
(11) What
fraction
of
adults
tends
to
have
in
excess
of
206
bones?
ar
Pe
170
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Permission
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ACTIVITY
SHEET
R6A
Understanding
Information
That
Is
Not
True
and
Not
Mentioned
DIRECTIONS:
Read
the
passage.
Determine
whether
each
statement
below
the
passage
is
true
(T),
not
true
(NT),
or
not
mentioned
(NM).
Bill
Macy
was
a
young
man
in
his
twenties.
He
worked
as
an
accountant,
a job
he
had
held
for
five
years.
He
lived
alone
in
a
house
in
the
suburbs,
alone that
is
except
for
a
large
collie,
and
he
took
the
train
to
his
job
in
the
city every
weekday.
Jill
Lacy,
age
thirty-two,
found
her
job
as
a
newspaper
reporter
exciting
and
fulfilling.
She
had
several
roommates,
and
she
shared
a
large
apartment
with them
in
the
city.
She
had
a
car,
and
she
and
her
roommates
liked
to
take
trips in
her
car
on
the
weekends
when
she
was
not
working.
n
STATEMENTS so
(1)
Bill
enjoyed
his
job.
Jill
enjoyed
her
job.
ar
(2)
Bill
had
a
pet.
Jill
had
a
pet.
Pe
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CLASSROOM
ACTIVITIES
171
ACTIVITY
SHEET
R6B
Identifying
Information
That
Is
Not
True
and
Not
Mentioned
DIRECTIONS:
Read
the
passage.
Discuss
whether
the
statements
below
each
paragraph
of
the
passage
are
true
(T),
not
true
(NT),
or
not
mentioned
(NM).
PASSAGE:
Himalayas
Paragraph
A
The
Himalayas
are
Earth’s
tallest
mountain
range
and,
moreover,
are
one of
its
youngest.
They
include
Mount
Everest,
Earth’s
highest
mountain,
and thirteen
other
mountain
peaks
with
altitudes
over
eight
kilometers.
(1) The Himalayas are the highest mountain range on Earth.
n
(2) The
Himalayas
are
the
youngest
mountain
range
on
Earth.
(3) Mount
Everest
is
8,850
meters
high.
(4) There
are
thirteen
mountain
peaks
in
the
Himalayas. so
PASSAGE:
Himalayas
Paragraph
B
ar
Already
Earth’s
highest
mountain
range,
the
Himalayas
are
still
continuing to
rise,
at
a
rate
of
around
50
centimeters
per
century.
Erosion
is
causing
the mountains
to
lose
some
of
their
height,
but
because
the
increase
in
growth
is greater
than
the
Pe
decrease from erosion, they have an overall net gain in height.
172
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ACTIVITIES
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PASSAGE:
Himalayas
Paragraph
C
The
formation
of
the
Himalayas
began
around
50
million
years
ago.
The
precipitating
event
in
the
creation
of
the
Himalayas
occurred
when
India and
the
Asian
continent
slammed
into
each
other.
India
was,
at
the
time, a
continent
in
its
own
right
and
was
moving
northward
toward
the
Asian continent
as
Asia
meandered
southward
toward
it.
Parts
of
both
continents pushed
upward
as
they
crashed
into
each
other
to
form
the
Himalayas.
(10) By
40
million
years
ago,
the
Himalayas
were
fairly
tall
mountains.
(11)
The
Himalayas
developed
when
two
continents
moved
into each
other.
(12)
India
was
part
of
the
Asian
continent
50
million
years
ago.
(13)
Asia
was
traveling
faster
than
India.
n
(14)
The
material
in
the
Himalayas
came
from
both
India
and
Asia.
so
ar
Pe
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2015
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Inc.
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classroom
use.
CLASSROOM
ACTIVITIES
173
ACTIVITY
SHEET
R7B
Making
Inferences
from
a
Passage
DIRECTIONS:
Read
the
passage.
Draw
possible
inferences
from
the
information in
the
passage.
n
PASSAGE:
Ampersand
(&)
Paragraph
B
so
At
the
beginning
of
the
nineteenth
century,
this
symbol
was
actually
a
part of
the
American
English
alphabet,
appearing
after
the
letter
“z.”
Thus,
the alphabet
at
the
time
had
one
more
letter
than
today’s
alphabet
does.
ar
PASSAGE:
Ampersand
(&)
Paragraph C
Pe
The
&
letter
in
the
alphabet
did
not
have
an
actual
name,
so
schoolchildren
created
one
as
part
of
their
recitation
of
the
alphabet.
They
would recite
the
alphabet
by
saying
x,
y,
z,
and
per
se
“and,”
where
per
se
is
Latin
for the
expression
“which
means.”
The
unusual
name
of
this
symbol
developed
in this
way.
174
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ACTIVITIES
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ACTIVITY
SHEET
R8A
Determining
Rhetorical
Purpose
DIRECTIONS:
Discuss
the
rhetorical
purpose
of
each
of
the
numbered expressions
in
bold
in
the
passage.
Match
your
responses
with
the
purpose answers
following
the
passage.
PASSAGE:
Clinking
Glasses
(1) A
certain
custom
of
today
has
an
interesting
historical
background.
This
custom
is
one
of
clinking
glasses
together
and
saying
“cheers”
before
a group
takes
a
drink
together
in
a
social
situation.
It
seems
like
a
nice
custom, a
gesture
of
friendship.
(2) However,
this
seemingly
nice
custom
of
today developed
from
a
situation
that
was
not
so
nice.
In
the
past,
one
way
that
someone
got
rid
of
an
enemy
was
to
sit
down
to a
nice
meal
with
the
enemy
and
then,
(3) can
you
believe
it,
slip
some
poison in
the
n
enemy’s
drink.
To
prevent
(4) this
sort
of
poisoning
when
groups
got together,
the
habit
of
sharing
drinks
developed.
Each
man
in
the
group
put his
glass
in
the
center
of
the
table
and
poured
some
of
his
drink
into
everyone else’s
glasses.
(5)
Consequently,
if
anyone
had
put
poison
in
one
of
the glasses,
then
everyone
would
share
the
poison.
so
In
reality,
(6) if
you
think
about
it,
it
was
a
gesture
of
friendship
to
share one’s
drink
this
way.
(7) Why
is
this
the
case?
Only
someone
who
had
not
put poison
in
ar
someone
else’s
drink
and
was
sure
that
his
own
drink
had
not
been poisoned
would
be
willing
to
share
his
drink.
Over
time,
the
actual
sharing
of
drinks
ended,
but
the
custom
of
clinking glasses
Pe
together
in
the
center
of
the
table
before
drinking
has
remained
as
a gesture
of
friendship.
(8) This
is
how
the
custom
of
clinking
glasses
came to
be.
Purpose
answers
(A) to
announce
that
a
contrast
follows
(B) to
announce
that
a
result
follows
(C)
to
indicate
that
an
explanation
follows
(D) to
announce
the
topic
(E) to
show
that
the
following
idea
may
be
difficult
to
follow
(F) to
refer
to
the
idea
in
the
previous
sentence
(G)
to
end
with
a
summary
of
the
main
point
(H) to
indicate
that
something
surprising
follows
©
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CLASSROOM
ACTIVITIES
175
ACTIVITY
SHEET
R8B
Completing
Rhetorical
Purpose
Ideas
DIRECTIONS:
Complete
each
sentence,
paying
careful
attention
to
the
purpose of
the
word
or
expression
in
bold.
n
(4) The team practices every weekday; moreover,
so
(5) She made a lot of money. In fact,
ar
(6) The director criticized our work. The assistant director, on the other hand,
Pe
(7) The results couldn’t have been more unexpected. That is to say,
(8) The entire staff worked long hours on the project. Nonetheless,
176
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ACTIVITIES
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classroom
use.
ACTIVITY
SHEET
R9A
Filling
in
a
Summary
Chart
DIRECTIONS:
Read
the
passage,
and
fill
in
the
summary
chart
with
an appropriate
introductory
statement
and
main
points.
If
asked
which
city
is
the
oldest
city
in
the
United
States,
most
people
will
respond
that
St.
Augustine,
Florida,
holds
that
honor
because
most
textbooks and
reference
books
list
that
city
as
the
oldest.
However,
one
could
make
a serious
argument
that
Acoma,
New
Mexico,
and
not
St.
Augustine,
Florida,
is the
oldest
city
n
in
the
United
States.
Acoma,
New
Mexico,
arguably
meets
all the
necessary
criteria.
It
is
certainly
within
the
continental
United
States,
in the
present-day
state
of
New
Mexico,
and
it
has
been
continuously
occupied since
its
inception.
Most
so
importantly,
it
is
centuries
older
than
St.
Augustine. St.
Augustine
was
established
in
1565,
while
Acoma
had
been
founded
some 500
years
earlier.
Thus,
while
St.
Augustine
has
been
in
existence for
a
few
decades
over
500
years,
Acoma
has
been
a
continuously
inhabited community
for
more
than
a
millennium.
ar
[Introductory Statement]
Pe
[Main
Points]
•
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CLASSROOM
ACTIVITIES
177
ACTIVITY
SHEET
R9B
Creating
Summary
Charts
DIRECTIONS:
Read
each
passage,
and
create
a
summary
chart
for
each
of the
passages.
Superglue
is
an
amazing
product
developed
in
the
1940s
by
a
research scientist
at
Eastman
Kodak.
Since
the
product
was
invented,
it
has
come
to
be used
in
a
variety
of
ways
in
remarkably
different
fields
of
endeavor.
Superglue is
known
primarily
because
it
forms
such
a
strong
bond.
It
has
been
shown in
various
tests
that
a
few
drops
of
superglue
can
create
a
bond
that
is
so strong
that
a
ton
of
bricks
will
not
break
the
bond.
Another
use
for
superglue developed
in
the
1960s
when
superglue
was
first
used
on
the
battlefield
to
help seal
the
wounds
of
injured
n
soldiers
and
prevent
them
from
bleeding
to
death. Specialized
versions
of
superglue
are
still
in
use
today
in
hospitals
and
medical units
around
the
world.
Detectives
put
superglue
to
a
very
different
use
when they
are
investigating
crimes
that
have
been
so
committed.
Superglue
is
used
by detectives
to
obtain
fingerprints
left
by
criminals
at
crime
scenes.
snowstorms
or
during
volcanic
eruptions
and
can
even
occur when
the
sky
is
blue
and
there
are
no
apparent
disturbances.
Another
old wives
tale
about
lightning
is
that
it
never
strikes
the
same
place
twice,
but
this belief
is
equally
inaccurate.
The
Empire
State
Building
in
New
York
City,
for example,
has
been
hit
by
lightning
an
average
of
more
than
twenty
times
per year.
Another
fallacious
belief
about
lightning
is
that
it
strikes
the
tallest
object around;
however,
this
belief
has
been
proven
wrong
more
often
than
it
has been
supported.
There
are
numerous
instances
where
lightning,
for
example, has
struck
metal
golf
clubs
that
are
only
a
meter
in
height
rather
than
striking the
much
taller
trees
on
the
golf
course.
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PASSAGE
C:
Hyperpolyglots
Polyglots
are
those
people
who
know
several
languages,
and
hyperpolyglots are
polyglots
who
know
an
astoundingly
high
number
of
languages,
perhaps 20
or
40
or
60
or
more
languages.
Studies
conducted
on
hyperpolyglots have
come
up
with
some
perhaps
surprising
results.
One
result
of
studies conducted
on
hyperpolyglots
is
that,
while
it
is
possible
for
someone
to
learn an
extraordinarily
high
number
of
languages,
hyperpolyglots
are
generally not
able
to
learn
a
high
number
of
languages
with
near
native
proficiency. Brazilian
linguist
Carlos
do
Amaral
Freire
is
able
to
translate
60
languages, and
interpreter
Emil
Krebs
was
said
to
understand
100
languages.
However, hyperpolyglots
seem
to
have
close
to
native
proficiency
in
no
more
than
seven to
ten
languages.
A
second
result
of
studies
conducted
on
hyperpolyglots is
that
a
really
high
IQ
is
not
a
characteristic
shared
by
all
of
them.
High intelligence
is
not
a
necessary
requirement
for
someone
to
learn
a
large
number
of
languages.
It
is
not
the
case
that
hyperpolyglotism
exists
only
in
those
with
extremely
high
intelligence.
A
third
result
of
these
studies
is
that
the structure
of
the
area
of
the hyperpolyglot’s
brain
that
deals
with
speech
differs
from
that
of
n
monolingual
speakers.
It
is
not
known
whether
hyperpolyglots
are
able
to learn
so
many
languages
because
their
brain
structure
is
different
or
whether the
learning
of
many
languages
causes
their
brain
structure
to
change,
but
the assumption
is
that
so
the
latter
is
the
case.
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
179
ACTIVITY
SHEET
R10A
Completing
a
Schematic
Table
DIRECTIONS:
Read
the
passage,
and
fill
in
the
schematic
table
with
appropriate
categories
and
pieces
of
information.
PASSAGE:
Pseudonyms
Pen
names,
or
pseudonyms,
are
false
names
that
authors
may
choose
to use
on
their
writings
instead
of
using
their
real
names.
“Pseudo-”
and
“-nym” are
Greek
words
meaning
“false”
and
“name”
respectively,
so
a
pseudonym
is quite
literally
a
false
name.
Authors
have,
over
time,
chosen
to
use
pen
names on
their
work
for
a
mixed
bag
of
reasons.
François-Marie
Arouet
was
an eighteenth-century
French
writer
who
used
a
pen
name
to
protect
himself
and his
family.
He
poked
fun
at,
or
outright
criticized,
the
ruling
class
of
nobility and
royalty
in
his
writings
and
n
justifiably
felt
that
he
and
his
loved
ones might
need
to
be
protected
from
their
wrath.
You
might
know
François-Marie Arouet
from
his
pseudonym,
Voltaire.
In
the
nineteenth
century,
English
writer Mary
Ann
Evans
also
used
a
pseudonym
on
so
her
writings,
but
for
a
somewhat different
reason.
It
was
believed
at
the
time
that
women’s
writings
were
less substantive
and
serious
than
those
of
men,
and
Evans
wanted
her
writings
to be
taken
seriously,
so
she
used
a
male
name
on
her
writing,
the
name
George Eliot.
An
American
writer
of
the
nineteenth
century
also
became
quite
well known
using
a
pen
name
rather
than
his
real
name,
but
his
reasons
for
ar
putting a
name
other
than
his
own
on
his
writings
differed
from
those
of
Arouet
and
Evans.
One
reason
that
Samuel
Clemens
used
a
pen
name
was
that
pen
names were
fashionable
at
the
time.
Another
reason
Clemens
used
a
pen
name
was to
honor
the
Mississippi
River,
where
he
himself
had
worked
in
his
youth and
which
was
the
Pe
setting
for
some
of
his
writings.
A
steamship
pilot
on
the Mississippi
River
would
call
out
“Mark
twain”
to
show
that
the
depth
of
the water
was
at
least
two
fathoms
and
the
steamboat
could
safely
continue.
Mark Twain was the pen name that this
author used.
[category 1] •
[category 2] •
[category 3] •
180
CLASSROOM
ACTIVITIES
©
2015
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Inc.
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granted
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classroom
use.
ACTIVITY
SHEET
R10B
Creating
Schematic
Tables
DIRECTIONS: Read each passage, and create a schematic table for each passage.
Three
of
the
world’s
most
poisonous
snakes
are
the
king
cobra,
the
taipan, and
the
black
mamba.
These
three
kinds
of
poisonous
snakes
inhabit
different areas
of
the
world.
The
king
cobra
is
found
in
southern
Asia,
while
the
taipan lives
in
Australia,
and
the
black
mamba
is
an
inhabitant
of
Africa.
The
king cobra
is
the
largest
poisonous
snake,
one
that
can
measure
up
to
six
meters
in length.
The
black
mamba
can
be
almost
as
long
as
the
king
cobra,
with
some black
mambas
measuring
up
to
five
meters
in
length;
the
taipan
is
about
half the
length
of
the
king
cobra.
Of
these
three
poisonous
snakes,
the
taipan
has the
most
toxic
venom,
though
all
three
n
kinds
of
snakes
are
capable
of
killing
a human
many
times
over.
Antivenom
to
counteract
the
venom
of
each
of
these kinds
of
poisonous
snakes
is
available,
but
it
must
be
administered
in
time
to keep
the
victim
of
a
snake
bite
alive. so
PASSAGE
B:
Lead
Pencils
The
writing
implements
that
we
use
today
are
often
called
lead
pencils
even
ar
though
they
do
not
contain
lead.
In
the
past,
during
the
times
of
the
ancient
Egyptians
and
Romans,
writing
implements
made
of
lead
were
sometimes used,
but
they
were
not
like
the
pencils
of
today.
They
were
rods
of
lead
that were
used
to
make
marks
on
papyrus.
The
markings
from
the
lead
rods
were quite
light
and
were
Pe
therefore
not
easy
to
read. Today’s
pencils
contain
graphite
rather
than
lead.
Graphite
came
into
wide use
in
writing
implements
in
the
sixteenth
century
after
a
large
deposit
of graphite
was
discovered
in
England.
An
advantage
of
graphite
was
that
it
made much
darker
markings
than
lead,
so
graphite
markings
were
much
easier
to read
than
lead
markings.
A
disadvantage
of
graphite
was
that
it
was
too
soft and
too
easily
broken
if
one
tried
to
write
with
a
rod
of
graphite.
The
graphite
had
to
be
encased
in
a
wooden
holder
to
make
it
usable.
©
2015
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Education,
Inc.
Permission
granted
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for
classroom
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CLASSROOM
ACTIVITIES
181
PASSAGE
C:
The
Young
U.S.
Democracy
Certain
concepts
that
helped
shape
the
fledgling
U.S.
democracy
in
the
eighteenth
century
came
from
philosophers
of
Europe.
An
understanding of
the
beliefs
of
philosophers
such
as
John
Locke
and
Baron
Charles
de Montesquieu
had
an
impact
on
the
way
the
young
country
was
structured. Englishman
John
Locke
was
a
seventeenth-century
philosopher
whose
ideas had
an
impact
on
the
young
American
democracy.
Locke
believed
that
citizens in
a
society
had
natural
rights,
rights
that
a
government
could
not
take
away. Locke
defined
these
natural
rights
as
the
rights
to
life,
liberty,
and
property. His
belief
in
the
natural
rights
of
a
nation’s
citizens
was
adopted
by
the
young United
States,
though
those
rights
were
redefined
as
the
rights
to
life,
liberty, and
the
pursuit
of
happiness.
Locke
further
believed
that
any
government needed
to
respect
the
rights
of
its
citizens
and
that
citizens
had
the
right
to replace
a
government
that
did
not
respect
the
rights
of
its
citizens,
a
belief held
by
the
revolutionaries
who
were
fighting
to
replace
the
British
crown with
a
democratic
American
government.
Baron
Charles
de
Montesquieu was
a
French
philosopher
whose
ideas
in
the
earlier
part
of
the
eighteenth century
also
had
a
n
profound
effect
on
the
establishment
of
the
structure of
the
government
of
the
young
United
States
later
in
the
century.
One
of Montesquieu’s
strongest
beliefs
was
that
any
power
in
government
needed to
be
balanced
by
some
sort
of
counteracting
so
power
and
that
the
best
way to
balance
power
in
government
was
by
separating
power
into
three
distinct branches
of
government:
the
executive
branch,
the
judicial
branch,
and
the legislative
branch.
The
young
government
of
the
United
States
was
established in
just
this
way.
ar
Pe
182
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ACTIVITY SHEETS
SECTION TWO
LISTENING
n
so
ar
Pe
©
2015
by
Pearson
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Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
183
ACTIVITY
SHEET
L1A
Choosing
a
Gist
Statement
DIRECTIONS:
Listen
to
the
passage
as
your
teacher
reads
it,
and
take
notes on
the
main
points
of
the
passage.
Using
your
notes,
discuss
the
strengths
and weaknesses
of
each
of
the
following
possible
gist
statements,
and
decide
which one
is
best.
n
century.
(6) That
European
eels
migrate
to
bear
their
young
answers
a
question.
(7) Only
adult
eels
are
found
in
European
rivers.
so
(8) Scientists
now
know
that
European
eels
bear
their
young
in
the
rivers of
Europe.
ar
Pe
184
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ACTIVITIES
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2015
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Education,
Inc.
Permission
granted
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reproduce
for
classroom
use.
ACTIVITY
SHEET
L1B
Coming
Up
with
Gist
Statements
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
determine
the
gist
of
the
passage.
A
certain
product
that
has
been
available
since
the
end
of
the
nineteenth
century
is
named
Listerine.
Listerine
is
a
mouthwash,
a
product
that
is
used
to kill
germs
in
a
person’s
mouth
and
keep
his
or
her
breath
fresh. When
you
hear
the
product
name,
it
may
make
you
think
of
Sir
Joseph Lister,
the
Scottish
surgeon
who
was
known
for
his
ideas
on
keeping
hospitals sterile
because
the
product
name
sounds
like
a
variation
of
the
name
Lister. You
might
think
that
the
product
was
named
Listerine
because
Lister
invented it,
but
that
would
be
inaccurate.
n
There
is
a
relationship
between
the
name
of
the
product
and
Joseph
Lister, but
this
relationship
is
not
that
Lister
invented
the
product.
Instead,
the product
was
invented
by
an
American
chemist
named
Joseph
Lawrence
and not
by
the
British
so
surgeon.
Joseph
Lawrence
decided
to
name
the
product after
Sir
Joseph
Lister
because
Lister
was
famous
for
making
medical
practices and
hospitals
more
clean
and
sanitary.
ar
cut
along
this
line
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
determine
the
gist
of
the
passage.
Pe
In
sixteenth-century
Europe,
women
of
a
certain
class
wanted
to
have the
whitest
skin
possible.
If
they
were
not
born
with
the
pale,
pale
skin
they wanted,
then
they
might
take
extreme
measures
to
achieve
the
look
that
was in
fashion.
One
product
women
of
the
time
used
to
whiten
their
skin
was
a
product called
ceruse.
This
product
could
be
effective
in
whitening
one’s
skin,
but
it also
had
another
effect
that
was
much
less
desirable.
This
undesirable
effect was
that
ceruse
could
cause
lead
poisoning. Lead
poisoning
could
have
quite
a
severe
effect
on
the
women
who suffered
from
it.
Lead
poisoning
could
result
in
problems
with
the
nervous, cardiovascular,
and
digestive
systems
of
the
body;
it
could
lead
to
problems with
bones,
joints,
and
muscles;
it
could
cause
fatigue,
depression,
and
anxiety; it
could
cause
cancer,
and
it
could
lead
to
death.
Somehow,
it
seems
like
this might
have
been
too
high
a
price
to
pay
simply
to
maintain
a
fashionable
look.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
185
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
determine
the gist
of
the
passage.
The
Canary
Islands
are
a
group
of
islands
about
100
kilometers
off
the northwest
coast
of
Africa
that
are
part
of
the
kingdom
of
Spain.
Based
on the
name
of
the
islands,
many
people
have
made
an
incorrect
assumption about
what
can
be
found
on
the
islands
and
about
where
the
name
must
have come
from. Canaries
are
a
kind
of
songbird,
and
most
people
assume
that
the
Canary Islands
were
so
named
because
of
the
large
number
of
these
birds
living
there. However,
something
very
different
actually
happened.
The
islands
were
named the
Canary
Islands
because
of
the
large
dogs
that
were
found
there
and
not because
of
any
birds.
The
Latin
word
for
“dog”
is
canus,
and
the
name
of the
islands
came
from
this
Latin
word.
The
birds
that
are
found
there
were named
for
the
islands,
which
were
named
for
the
dogs
found
there.
Thus,
the islands
were
not
named
after
the
birds
but
were
instead
named
after
the
dogs that
were
found
there,
and
the
birds
were
named
after
the
n
islands
and
not
the other
way
around.
so
ar
Pe
186
CLASSROOM
ACTIVITIES
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classroom
use.
ACTIVITY
SHEET
L2B
Listening
for
Details
n
who
was
listed
as
the
author
of
the
old
book
was
actually
Edgar Allan
Poe,
and
the
book
was
Poe’s
first
book
of
poetry,
one
that
was
extremely rare.
The
man
who
had
bought
the
book
in
the
antique
shop
arranged
to
have his
find
sold
at
an
auction,
where
rare
book
collectors
were
very
eager
to
get hold
of
it.
The
book
sold
at
auction
for
almost
$200,000,
quite
a
profit
for
the antique
shopper.
so
cut
along
this
line
ar
DIRECTIONS:
Read
the
questions
to
your
group.
Have
your
group
answer the
questions.
Pe
PASSAGE
A
QUESTIONS
(1) In
what
year
did
this
take
place?
(2) What
kind
of
a
store
did
the
shopper
go
into?
(3) What
did
the
book
the
shopper
find
look
like?
(4) What
was
the
name
of
the
author
on
the
book
cover?
(5) How
much
was
the
shop
owner
asking
for
the
book?
(6) What
was
the
price
the
shop
owner
accepted?
(7) Who
was
really
the
author
of
the
book?
(8) What
was
in
the
book?
(9) What
did
the
shopper
do
with
the
book?
(10) How
much
money
did
the
shopper
get
for
the
book?
©
2015
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Inc.
Permission
granted
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for
classroom
use.
CLASSROOM
ACTIVITIES
187
DIRECTIONS:
Read
the
passage
to
your
group.
n
game.
Then,
in
the
second
half,
they
changed
and
played
the McGill
style
of
football,
a
style
in
which
players
could
handle
the
ball
with their
hands.
This
game
marked
a
turning
point
in
the
direction
that
football took
in
America.
so cut
along
this
line
ar
DIRECTIONS:
Read
the
questions
to
your
group.
Have
your
group
answer the
questions.
PASSAGE
B
QUESTIONS
Pe
188
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ACTIVITY
SHEET
L3B
Determining
Functions
in
Passages
DIRECTIONS:
Read
each
dialogue
to
your
group.
Determine
the
function
of
each
of
the
numbered
expressions
in
bold.
n
(student
1)
I
was
thinking,
you
know,
that
I
could
start
preparing
tonight.
(student
2)
Maybe
it
would
be
best
for
you
to
work
with
someone
who’s working
on
the
same
things
you
are.
(4) Listen,
I
heard
Sally
say that
she
was
looking
for
someone
to
study
with.
Maybe
you should
try
her.
(student
1)
Thanks
for
the
idea.
so
DIALOGUE
B:
Library
ar
(student) (1) Excuse
me,
do
you
have
a
moment?
(librarian) Sure,
how
can
I
help?
(student) I
was
on
the
second
floor
looking
for
an
engineering
book,
and
I couldn’t
find
the
book
I
was
looking
for.
(librarian) (2) I’m
not
surprised.
That’s
because
the
engineering
books
aren’t on
the
Pe
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CLASSROOM
ACTIVITIES
189
DIALOGUE
C:
Paper
(teacher) Randy,
could
you
stay
after
class
and
talk
with
me?
(student) Sure.
What
do
you
want
to
talk
about?
(teacher) I’d
like
to
talk
about
the
paper
you
turned
in.
(student) What
about
it?
(teacher) (1) Well,
first
let
me
say
how
much
I
enjoyed
the
topic
you chose
.
.
.
and
the
.
.
.
uh
.
.
. story
you
told.
(student) Thank
you.
(teacher) (2) But
.
.
.
I’m
not
really
sure
you
understood
the
assignment.
(student) What
do
you
mean?
(teacher) The
assignment
was
to
choose
a
topic
.
.
.
(student) I
did
that.
You
said
you
liked
the
topic
I
chose.
(teacher) I
did.
But
the
assignment
was
to
research
the
topic
and
describe
the results
of
your
research,
and
you
.
.
.
well
.
.
.
wrote
a
story.
(student) (3) You
mean,
it’s
not
OK
that
I
wrote
a
story
instead
of researching
the
topic?
(teacher) Not
when
the
assignment
is
to
research
a
topic.
You
know,
(4) you might
want
n
to
consider
checking
with
me
before
you
decide
to make
a
change
to
an
assignment.
(student) OK,
I
will.
(teacher) And
you
might
want
to
consider
working
some
more
on
this particular
assignment.
so
ar
Pe
190
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ACTIVITY
SHEET
L4B
Determining
the
Speaker’s
Stance
DIRECTIONS:
Read
the
dialogue
to
your
group.
Have
your
group
determine the
stance
of
each
of
the
speakers
in
the
dialogue.
n
(advisor) Now.
(student) But
I’m
not
ready
to
declare
a
major.
(advisor) Well,
your
time’s
run
out.
(student)
(advisor)
(student)
(advisor)
Can’t
I
wait
until
next
semester?
Uh,
no.
Next
month?
Uh,
no.
so
(student) Next
week?
ar
(advisor) Uh,
no.
Time
has
run
out.
How
about
right
now?
Pe
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CLASSROOM
ACTIVITIES
191
DIRECTIONS:
Read
the
dialogue
to
your
group.
Have
your
group
determine the
stance
of
each
of
the
speakers
in
the
dialogue.
n
(student
2)
Uh
.
.
.
not
really.
(student
1)
Well,
I’m
going
to
spend
my
evening
preparing
even
more.
so
ar
Pe
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use.
DIRECTIONS:
Read
the
dialogue
to
your
group.
Have
your
group
determine the
stance
of
each
of
the
speakers
in
the
dialogue.
n
number
of
articles,
and
I
want
you
to
make
your paper
concise.
(student) Would
it
be
possible
to
reduce
the
number
of
references
that
are included?
To
perhaps
five? so
(professor) Uh,
no.
I
really
want
ten
references.
(student) Then
would
it
be
possible
to
increase
the
number
of
pages
to
ten?
(professor) Uh,
no
on
that,
too.
I
want
you
to
keep
the
paper
to
a
maximum of
five
pages.
(student) You’re
sure
this
can
be
done?
(professor) Absolutely.
You’re
not?
ar
(student) Not
really.
Pe
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CLASSROOM
ACTIVITIES
193
ACTIVITY
SHEET
L5A
Understanding
Listening
Organization
Questions
DIRECTIONS:
For
each
passage
explain
how
you
think
the
information
in
the
passage
will
be
organized.
Then
take
notes
on
the
passage,
and
finish
writing
the
question
with
information
from
your
notes.
Click
on
a
sentence.
Then
drag
it
to
the
space where
it
belongs.
Use
each
sentence
only
once.
n
so
ar
Pe
1.
2.
3.
4.
194
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PASSAGE B: Kinds of Volcanoes
Describe the different kinds of volcanoes
Click
on
a
phrase.
Then
drag
it
to
the
space
where it
belongs.
Each
answer
will
be
used
one
time
only.
n
PASSAGE
C:
Protection
of
the
Eyes so
How
are
the
eyes
protected?
A
ar
B
C
Pe
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CLASSROOM
ACTIVITIES
195
PASSAGE
D:
Lincoln
and
the
Young
Fan
Which
answers
are
true?
YES NO
n
For
each
statement,
click
in
the
YES
or
NO
column.
so
ar
Pe
196
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ACTIVITIES
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Permission
granted
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reproduce
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classroom
use.
ACTIVITY
SHEET
L5B
Creating
Listening
Organization
Questions
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
create
a
TOEFL
iBT® test–style
listening
organization
question
based
on
this
passage.
n
into
space
by
the
collision.
These many
pieces
began
orbiting
Earth
because
of
the
strong
pull
of
Earth’s
gravity. These
pieces
eventually
formed
one
body,
the
single
Moon
that
orbits
Earth. so cut
along
this
line
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
create
a
TOEFL
iBT® test–style
listening
organization
question
based
on
this
passage.
ar
PASSAGE
B:
Casablanca
A
certain
famous
line
from
a
certain
famous
movie
actually
does
not
exist as
Pe
most
people
think
it
does
in
the
movie.
The
line
that
many
moviegoers would
swear
exists
but
doesn’t
actually
exist
is
the
line
“Play
it
again,
Sam”
in the
1943
movie
Casablanca.
Most
fans
would
swear
that
Rick,
the
male
lead character
played
by
actor
Humphrey
Bogart,
says
this
line
to
the
pianist
in
the movie
to
request
that
the
piano
player
Sam
play
the
song
“As
Time
Goes
By” one
more
time.
However,
this
is
just
not
the
case.
There
are
a
couple
of
major
problems
with
the
belief
that
Humphrey Bogart’s
character
Rick
says
the
line
“Play
it
again,
Sam”
to
the
piano
player. First
of
all,
the
actual
line
is
not
“Play
it
again,
Sam.”
Instead
the
line
is “Play
it,
Sam.
Play
As
Time
Goes
By.”
Another
problem
is
that
the
line
is
not delivered
by
Bogart’s
character
Rick.
The
line
is
not
said
by
the
male
lead character
but
is
instead
a
line
by
the
female
lead,
Ingrid
Bergman,
who
was the
actress
playing
the
character
Ilse.
Thus,
the
line
itself
that
most
people
believe
was
in
the
movie
is not
actually
accurate,
and
the
belief
about
who
actually
says
the
line
is equally
inaccurate.
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
create
a
TOEFL
iBT® test-style
listening
organization
question
based
on
this
passage.
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CLASSROOM
ACTIVITIES
197
PASSAGE
C:
Benefits
of
Chocolate
Recent
research
on
chocolate
shows
that
chocolate
can
have
many
potential
benefits
to
health,
though
it
is
dark
chocolate
with
a
high
cocoa
content that
has
these
benefits
and
not
lighter
or
milk
chocolate.
One
benefit
that has
been
demonstrated
in
the
research
on
dark
chocolate
with
a
high
cocoa content
is
that
consumption
of
this
kind
of
chocolate
increases
blood
flow
to the
brain,
which
improves
the
functioning
of
the
brain.
The
increased
blood flow
following
the
consumption
of
dark
chocolate
has
been
shown
to
last
for a
period
of
two
to
three
hours.
A
second
benefit
of
dark
chocolate
that
has
been demonstrated
in
research
is
that
it
tends
to
lower
blood
pressure.
Because
of this
lowering
of
blood
pressure,
there
is
a
positive
effect
on
those
suffering from
hypertension.
A
third
benefit
of
dark
chocolate
that
has
shown
up
in research
was
unexpected.
This
third
benefit
is
that
dark
chocolate
seems
to have
a
positive
effect
on
cholesterol.
Consumption
of
small
amounts
of
dark chocolate
seems
to
lower
cholesterol
levels
slightly,
an
unforeseen
but
positive result
of
eating
dark
chocolate.
cut
along
this
line
n
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
create
a
TOEFL
so
iBT® test-style
listening
organization
question
based
on
this
passage.
exist
in
the
recent
past
but
are
now
words
that
are
widely used
and
understood
in
English.
Another
way
that
vocabulary
changes
is
by
borrowing
words
from
other
languages.
Many
words
have
been
added
to
English
in
this
way.
The
word pyjamas,
which
refers
to
a
matched
set
of
night
clothes
in
English,
is
an example
of
a
word
that
came
into
English
from
the
Persian
language.
Another example
of
the
many
words
that
have
been
borrowed
from
other
languages
is the
word
tsunami,
or
a
tidal
wave,
which
came
into
English
from
Japanese.
A
third
way
that
the
vocabulary
of
English
can
change
is
that
existing words
in
English
can
change
their
meanings
over
time,
sometimes
quite dramatically.
The
word
silly
used
to
have
a
positive
meaning
and
now
has
a negative
one.
It
used
to
mean
“blessed”
but
now
means
“foolish.”
The word
nice
used
to
have
a
negative
meaning
and
now
has
a
positive
one. It
used
to
mean
someone
who
was
overly
concerned
about
something,
as
in someone
who
was
too
nice
about
his
appearance
or
too
nice
over
what
other people
thought.
It
now
refers
to
someone
who
is
kind.
198
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ACTIVITY
SHEET
L6B
Drawing
Conclusions
from
Passages
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
come
up
with
conclusions
based
on
this
passage.
n
cut
along
this
line
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
come
up
with so
conclusions
based
on
this
passage.
powdered
cheese
packets
to
boxes
of macaroni
in
order
to
get
rid
of
the
final
quantities
of
powdered
cheese
packets. It
was
after
the
packets
were
attached
to
boxes
of
macaroni
that
sales
began to
grow.
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
come
up
with
conclusions
based
on
this
passage.
©
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classroom
use.
CLASSROOM
ACTIVITIES
199
ACTIVITY SHEETS
SECTION THREE
SPEAKING
n
so
ar
Pe
200
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ACTIVITIES
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ACTIVITY
SHEET
S1B
Selecting
Ideas
for
a
Logical
Plan
DIRECTIONS:
Study
the
question.
Then
select
from
the
given
ideas
to
create
a
logical
plan
for
a
spoken
response.
Fill
in
the
plan
at
the
bottom
of
the
page
with the
numbers
of
the
ideas
that
create
a
logical
plan.
QUESTION
What
is
the
most
important
technological
advance
you
foresee
happening
in the
future?
Give the reasons you think this advance is important and should happen. Use
details in your response.
n
IDEAS
(1) a
new
perspective
on
our
planet
that
comes
from
space
travel so
(2) the
steps
necessary
for
this
to
happen
(3) understanding
our
planet,
the
solar
system,
and
the
entire
universe
(4) regular
people
traveling
in
space
as
most
important
future
ar
technological
advance
(5) the
ability
to
see
the
parts
of
the
solar
system
that
we
do
not
inhabit
(6) an
improvement
in
the
understanding
of
both
our
solar
system
and
our
Pe
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CLASSROOM
ACTIVITIES
201
PLAN
INTRODUCTION: Topic:
Detail:
Detail:
n
so
ar
Pe
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ACTIVITY
SHEET
S2B (1)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Read
each
paragraph
of
the
response
to
your
group.
Wait after
each
paragraph
while
the
group
members
take
notes
on
the
features
of the
response.
RESPONSE:
Paragraph
1
The
most
important
technological
advance
I
foresee
happening
in
the future
is
the
ability
of
a
large
number
of
everyday
people
to
travel
in
space. Companies
are
already
working
on
building
spacecrafts
for
tourists,
and soon
space
travel
will
be
available
to
many
more
people.
I
see
two
important reasons
that
regular
people
should
be
able
to
travel
into
space.
n
RESPONSE: so
Paragraph
2
One
reason
that
it
is
important
for
people
to
travel
into
space
is
that
it
is necessary
to
understand
our
solar
system.
We
live
in
only
one
small
part
of our
solar
system,
and
we
should
do
as
much
as
we
can
to
understand
the
rest of
the
solar
system.
ar
RESPONSE:
Paragraph
3
Pe
However,
it
is
not
only
to
improve
our
understanding
of
our
solar
system that
space
travel
is
important.
I
think
that
anyone
who
travels
into
space
will have
a
new
perspective
on
our
planet
and
a
new
understanding
of
our
planet. The
perspective
from
outer
space
will
show
us
that
Earth
is
one
planet
where everyone
needs
to
work
together.
RESPONSE:
Paragraph
4
From
this,
you
can
see
that
I
think
the
ability
of
regular
people
to
travel
in space
is
important.
We
need
to
have
a
better
understanding
of
our
planet
and our
solar
system,
and
this
can
help.
©
2015
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Permission
granted
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reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
203
ACTIVITY
SHEET
S2B (2)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Listen
to
each
paragraph
of
the
response.
Then
answer
the
following
questions
on
the
features
of
each
paragraph
of
the
response.
RESPONSE:
Paragraph
1
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) Where
in
the
introduction
does
the
speaker
state
the
topic
from
the
question?
(3) Where
in
the
introduction
does
the
speaker
state
the
main
point
about the
topic?
(4) Where
in
the
introduction
does
the
speaker
state
how
the
support
will be
organized?
n
RESPONSE:
Paragraph
2
(5)
(6)
(7)
What
is
the
purpose
of
Paragraph
2
of
the
response?
What
is
the
first
reason
the
speaker
gives?
so
What
transition
does
the
speaker
use
to
show
that
this
is
the
first
reason?
(8) How
does
the
speaker
support
this
reason?
ar
RESPONSE:
Paragraph
3
Pe
(9) What
is
the
purpose
of
Paragraph
3
of
the
response?
(10)What
is
the
second
reason
the
speaker
gives?
(11)
What
transition
does
the
speaker
use
to
show
that
this
is
the
second
reason?
(12)
How
does
the
speaker
support
this
reason?
RESPONSE:
Paragraph
4
(13)
What
is
the
purpose
of
Paragraph
4
of
the
response?
(14)
Is
this
paragraph
necessary?
204
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ACTIVITY
SHEET
S3B
Selecting
Ideas
for
a
Logical
Plan
DIRECTIONS:
Study
the
question.
Then
select
from
the
given
ideas
to
create
a
logical
plan
for
a
spoken
response.
Fill
in
the
plan
at
the
bottom
of
the
page
with the
numbers
of
the
ideas
that
create
a
logical
plan.
QUESTION
Is
it
important
or
unimportant
to
you
to
keep
yourself
informed
on
current
events?
Discuss
both
sides
of
the
issue
and
decide
which
side
you
agree
with and
why.
n
IDEAS so
(1) the
need
for
citizens
who
vote
to
understand
current
events
(2) an
issue
with
only
one
possible
answer
(3) the
argument
in
favor
of
being
informed
about
current
events
ar
(4) being
knowledgeable
about
events
in
the
world
(5) my
belief
in
one
side
of
the
issue
over
the
other
(6) taking
part
in
public
events
Pe
(7) the
need
for
individuals
to
pay
more
attention
to
themselves
than to
others
(8) my
belief
in
neither
side
of
the
issue
(9) the
argument
in
favor
of
taking
part
in
public
elections
(10) an
issue
with
two
sides
to
it
(11)
the
need
for
good
citizens
to
take
action
(12)
the
argument
against
being
informed
about
current
events
PLAN
INTRODUCTION: Topic:
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CLASSROOM
ACTIVITIES
205
SUPPORTING
IDEA
2: Other
side
of
issue: ___
Reason: _
n
so
ar
Pe
206
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classroom
use.
ACTIVITY
SHEET
S4B (1)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Read
each
paragraph
of
the
response
to
your
group.
Wait after
each
paragraph
while
the
group
members
take
notes
on
the
features
of the
response.
RESPONSE:
Paragraph
1
There
are
two
possible
answers
to
this
question
about
the
importance
of staying
well
informed
about
current
events.
There
is
an
obvious
answer,
and there
is
a
less
obvious
answer.
I
believe
the
less
obvious
answer.
RESPONSE:
n
Paragraph 2
The
obvious
answer
to
this
question
is
that,
of
course,
a
good
citizen should
always
try
to
stay
informed
about
important
issues.
If
I
want
to
be
a good
citizen,
then
I
should
make
the
effort
to
understand
what
is
going
on
in the
world.
so
RESPONSE:
ar
Paragraph
3
It
is
a
less
obvious
answer
that
a
serious
problem
can
arise
when
people spend
too
much
time
trying
to
stay
well
informed.
This
problem
is
that
they put
so
much
time
Pe
and
effort
into
trying
to
understand
what
other
people
are doing
that
they
do
not
spend
enough
time
living
their
own
lives.
RESPONSE:
Paragraph
4
I
think
that
sometimes
it
is
better
just
to
concentrate
on
your
own
life
and make
sure
that
you
are
living
your
own
life
the
best
way
possible
and
not
to spend
so
much
time
trying
to
understand
what
everyone
else
is
doing.
This means
that
perhaps
you
will
not
be
well
informed
about
events
outside
your life
but
you
will
be
a
better
person
in
living
your
life.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
207
ACTIVITY
SHEET
S4B (2)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Listen
to
each
paragraph
of
the
response.
Then
answer
the
following
questions
on
the
features
of
each
paragraph
of
the
response.
RESPONSE:
Paragraph 1
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) Where
in
the
introduction
does
the
speaker
state
the
topic
from
the
question?
(3) Where
in
the
introduction
does
the
speaker
give
the
answer
to
the
question?
(4) Where
in
the
introduction
does
the
speaker
state
how
the
support
will be
organized?
n
RESPONSE:
Paragraph 2 so
(5) What
is
the
purpose
of
Paragraph
2
of
the
response?
(6) What
is
this
answer?
(7) What
transition
does
the
speaker
use
to
introduce
this
answer?
(8) How
does
the
speaker
support
this
reason?
ar
RESPONSE:
Pe
Paragraph 3
(9) What
is
the
purpose
of
Paragraph
3
of
the
response?
(10) What
is
this
answer?
(11)
What
transition
does
the
speaker
use
to
introduce
this
answer?
(12)
How
does
the
speaker
support
this
reason?
RESPONSE:
Paragraph
4
(13)
What
is
the
purpose
of
Paragraph
4
of
the
response?
(14)
Is
this
paragraph
necessary?
208
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY SHEET S5B
Taking Notes on Reading Passages
DIRECTIONS: Read each passage, and take notes on the topic and main points of the
passage. Discuss your notes with your group.
n
to
3:00.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
209
ACTIVITY
SHEET
S6B
Taking
Notes
on
Listening
Passages
DIRECTIONS:
Read
each
dialogue
to
your
group.
Have
your
group
take
notes
on
the
topic,
main
points, and
speakers’
opnions
in
the
dialogues.
(student
1) Did
you
see
the
notice
from
the
professor?
(student
2) The
one
about
the
exam?
(student
1) Yeah.
(student
2) I
did.
It’s
certainly
too
bad.
(student
1) You
think
so?
I
don’t.
(student
2) You’re
happy
you
have
to
take
the
exam
over
again?
(student
1) Yes,
I
am.
n
(student
2) How
can
you
be
happy
you
have
to
take
the
exam
over
again?
(student
1) Well,
I
didn’t
do
as
well
as
I
could
have
the
first
time
around.
(student
2) So,
you
mean
you’ll
have
another
chance
to
do
better?
(student
1)
(student
2)
around.
so
That’s
right.
I
have
time
to
prepare
some
more
and
do
better
the second
time
That
sounds
like
a
good
opportunity
for
you
then.
I’m
not
looking forward
to
it,
however,
and
it
doesn’t
seem
fair
that
I
have
to
take it
over
again.
(student
1) You
think
you
did
as
well
as
you
could
have
the
first
time
around?
Yeah.
I
don’t
think
I
can
do
any
better
next
Thursday.
I’ll
just
have to
spend
ar
(student
2)
the
time
preparing
again,
but
I
don’t
think
my
grade
will go
up.
(student
1) That’s
too
bad
for
you
and
for
the
students
who
prepared
enough the
first
time
around.
But
it’s
a
good
opportunity
for
me
and
for the
others
who
didn’t
prepare
so
much
last
time.
Pe
210
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
(student
1) You
do?
(student
2) Yes,
I
mean,
I’m
sorry
you
missed
class
today,
but
I
don’t
like
it when
people
come
in
late
and
disrupt
class.
(student
1) Apparently
the
professor
doesn’t
like
that
either.
I
really
have
to make
an
effort
to
get
to
class
on
time
from
now
on.
(student
2) If
you
want
to
be
able
to
get
in,
that
is.
(student
1) Could
I
ask
you
a
favor?
Could
I
borrow
your
ecology
textbook?
(student
2) My
ecology
textbook?
(laughs)
No,
sorry.
(student
1) Why
not?
(student
2) I
don’t
have
an
ecology
textbook
to
lend
you.
(student
1) You
don’t?
I
don’t
either.
(student
2) I
don’t
think
anyone
does.
I’ve
asked
the
other
students
in
the class,
and
no
one
has
the
book.
(student
1) But
the
sign
in
the
bookstore
said
that
an
“inadequate”
number of
books
had
been
ordered.
That
means
that
some
books
were ordered,
but
not
enough.
n
(student
2) I
know
what
“inadequate”
means.
But
I’m
telling
you,
none
of
the students
could
get
the
book.
(student
1) So,
you
mean
“inadequate”
in
this
case
is
not
quite
accurate?
No books
were
so
ordered?
(student
2) It
looks
that
way
.
.
.
And
there’s
something
else
on
the
sign
that doesn’t
look
quite
right.
(student
1) What
is
that?
(student
2) The
sign
also
says
that
orders
will
be
handled
“expeditiously.”
ar
(student
1) Speedily,
you
mean?
(student
2) Yes.
But
special
orders
are
going
to
take
three
to
four
weeks.
That doesn’t
sound
very
expeditious
to
me.
(student
1) To
me
either.
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
211
ACTIVITY
SHEET
S7B
Synthesizing
Ideas
DIRECTIONS:
Study
each
pair
of
ideas
and
determine
the
relationship
between
the
two
ideas.
__________________________________________________________
n
• a student who must see things to learn them
What
is
the
relationship
between
these
two
ideas? _______________
__________________________________________________________
so
ar
(3) • a student in her freshman year
• the same student in her sophomore year
What
is
the
relationship
between
these
two
ideas? _______________
Pe
__________________________________________________________
__________________________________________________________
_____________________________________________________________
212
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ACTIVITIES
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Inc.
Permission
granted
to
reproduce
for
classroom
use.
(6) • all the students in the class
• Isabel
What
is
the
relationship
between
these
two
ideas? _______________
__________________________________________________________
__________________________________________________________
n
(8) • a student who stayed up all night one night
• the same student, who was not at all tired the next day so
What
is
the
relationship
between
these
two
ideas? _______________
__________________________________________________________
ar
(9) • an assignment that can be done even without thinking
• an assignment that is impossible to complete
Pe
__________________________________________________________
__________________________________________________________
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
213
ACTIVITY
SHEET
S8B (1)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Read
each
paragraph
of
the
response
to
your
group.
Wait after
each
paragraph
while
the
group
members
take
notes
on
the
features
of the
response.
n
away.
Because
of
this,
all
the
students
need
to
retake
the
exam next
Thursday.
Paragraph
3
so
The
two
students
who
discuss
the
notice
in
the
listening
passage
have different
views
of
the
situation.
One
student
could
do
better
with
more preparation
and
is
therefore
happy
to
retake
the
exam.
The
other
student
did as
well
as
possible
the
first
time
around
and
is
therefore
unhappy
to
have to
retake
the
exam.
ar
RESPONSE
B:
Late
to
Class
Paragraph
1
Pe
In
the
listening
passage, two students discuss the
memo that was presented in the
reading passage.
Paragraph
2
The
memo
in
the
reading
passage
is
about
what
happens
when
students come
late
to
a
certain
professor’s
class.
According
to
the
notice,
class
has already
started,
so
the
door
is
locked.
The
professor
wants
students
to
come
on time
or
not
come
at
all.
Paragraph
3
Of
the
two
students
discussing
the
memo
in
the
listening
passage,
one came
on
time,
and
the
other
didn’t.
The
student
who
came
on
time
thinks the
professor’s
policy
is
a
good
one;
the
professor
should
put
a
notice
on
the door
and
lock
the
door
when
class
starts.
The
student
who
was
late
and
was therefore
locked
out
of
the
classroom
seems
to
accept
what
happened
and
that it
is
necessary
to
come
on
time
in
the
future.
214
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
RESPONSE
C:
No
Books
in
Bookstore
Paragraph
1
In the
listening
passage,
two
students
discuss
a
sign in
the
bookstore, which
was presented in the reading passage.
Paragraph 2
According to the reading passage, the
sign
about
the
text
for
Ecology
201
is
posted in
the
bookstore.
The
books
are
out
of
stock.
The
sign
says
that
not
enough
books
were
ordered,
that
the
books
must
be
obtained
through
a
special
order, and
that
the
special
order
will
be
handled
expeditiously,
or
speedily.
Paragraph
3
When
the
two
students
discuss
this
sign,
they
discuss
two
things
that
seem
funny
about
it
in
particular.
One
thing
they
think
is
funny
is
that
the
sign
says the
number
of
books
ordered
was
inadequate,
which
means
that
some
but
not enough
were
ordered.
It
appears
that
none
were
ordered
because
no
students have
the
books.
The
second
funny
thing
is
that
the
sign
says
that
special orders
are
handled
n
expeditiously
and
then
says
they
will
take
three
to
four weeks.
This
period
of
time
does
not
sound
speedy.
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
215
ACTIVITY
SHEET
S8B (2)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Listen
to
each
paragraph
of
the
response.
Then
answer
the
following
questions
on
the
features
of
each
paragraph
of
the
response.
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) Does
the
speaker
refer
to
the
reading
passage?
(3) Does
the
speaker
refer
to
the
listening
passage?
(4) What
is
the
relationship
between
the
two
passages?
Paragraph 2
n
(5) What
is
the
purpose
of
Paragraph
2
of
the
response?
(6) What
is
the
topic
of
the
reading
passage?
(7) What
are
the
main
points
of
the
reading
passage?
Paragraph
3
so
(8) What
is
the
purpose
of
Paragraph
3
of
the
response?
ar
(9) What
is
the
topic
of
the
listening
passage?
(10) What
are
the
main
points
of
the
listening
passage?
Paragraph 1
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) Does
the
speaker
refer
to
the
reading
passage?
(3) Does
the
speaker
refer
to
the
listening
passage?
(4) What
is
the
relationship
between
the
two
passages?
Paragraph 2
(5) What
is
the
purpose
of
Paragraph
2
of
the
response?
(6) What
is
the
topic
of
the
reading
passage?
(7) What
are
the
main
points
of
the
reading
passage?
Paragraph 3
(8) What
is
the
purpose
of
Paragraph
3
of
the
response?
(9) What
is
the
topic
of
the
listening
passage?
(10) What
are
the
main
points
of
the
listening
passage?
216
CLASSROOM
ACTIVITIES
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2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
RESPONSE
C:
No
Books
in
Bookstore
Paragraph 1
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) Does
the
speaker
refer
to
the
reading
passage?
(3) Does
the
speaker
refer
to
the
listening
passage?
(4) What
is
the
relationship
between
the
two
passages?
Paragraph 2
(5) What
is
the
purpose
of
Paragraph
2
of
the
response?
(6) What
is
the
topic
of
the
reading
passage?
(7) What
are
the
main
points
of
the
reading
passage?
Paragraph 3
(8) What is the purpose of Paragraph 3 of the response?
n
(9) What
is
the
topic
of
the
listening
passage?
(10) What
are
the
main
points
of
the
listening
passage?
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
217
ACTIVITY
SHEET
S9B
Taking
Notes
on
Reading
Passages
DIRECTIONS:
Read
each
passage
and
take
notes
on
the
topic
and
main
points of
the
passage.
Discuss
your
notes
with
your
group.
There
is
an
interesting
expression
that
is
commonly
used,
an
expression that
mentions
a
frying
pan
and
a
fire.
The
expression,
out
of
the
frying
pan
and into
the
fire,
has
nothing
to
do
with
frying
pans
and
fires,
however.
Instead,
it is
an
idiomatic
expression
that
is
used
in
situations
that
progress
from
bad
to even
worse.
Someone
who
is
in
a
bad
situation
and
is
trying
to
find
a
solution to
this
problem
may
actually
end
up
making
the
situation
even
worse
than
it had
been
and
is
said
to
have
jumped
n
out
of
the
frying
pan
and
into
the
fire.
because
1929
was
the
year
the
stock
market crashed
and
any
product
that
was
helpful
in
treating
depression
had
a
ready market
of
interested
consumers.
Researchers
have
been
looking
recently
at
the
flavonoid
content
of
tea,
particularly
black
tea.
Flavonoids,
a
group
of
chemical
compounds
found in
varying
quantities
in
a
number
of
foods,
have
important
antioxidant properties.
Their
content
in
black
tea
is
of
particular
interest
to
researchers in
that
more
than
three
quarters
of
the
tea
that
is
produced
worldwide
is black
tea,
making
black
tea
a
much
more
widely
consumed
beverage
than green
tea.
Studies
have
shown
that
black
tea
contains
in
the
neighborhood of
200
milligrams
of
flavonoids
in
each
cup.
This
is
a
substantially
higher concentration
of
flavonoids
per
cup
than
is
found
in
green
tea.
218
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
S10B
Taking
Notes
on
Listening
Passages
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
take
notes
on the
topic
and
main
points
of
the
passage.
Now
let
me
tell
you
about
Mike,
a
person
one
could
say
jumped
out
of
the frying
pan
and
into
the
fire
himself.
Mike
was
in
a
job
he
didn’t
like
very
much.
It
was
a
kind
of
boring
job,
one in
which
he
did
the
same
things
over
and
over
again
every
day.
He
was
good
at the
job,
but
it
was
repetitive
and
not
very
challenging
to
him,
and
he
just
was not
very
excited
to
get
up
in
the
morning
and
go
to
work.
n
Mike
decided
to
make
a
change,
so
he
went
looking
for
a
job
that
would be
more
exciting
and
challenging
to
him.
He
found
what
he
thought
would
be just
such
a
job,
so
he
quit
his
old
job
and
started
the
new
job
with
a
great
deal of
enthusiasm. so
Unfortunately,
the
new
job
was
not
what
he
had
expected.
His
new
boss was
someone
who
became
enraged
easily
and
yelled
a
lot
and
picked
apart everything
he
did
and
blamed
him
for
whatever
went
wrong.
It
was
difficult for
Mike
to
go
into
work
every
day
when
he
knew
that
his
boss
would
be yelling
at
him
before
he
even
sat
ar
down
and
would
find
fault
with
whatever
he did
and
blame
him
for
whatever
went
wrong
in
the
office
even
when
he
had nothing
to
do
with
it.
Mike
started
remembering
his
old
job
very
fondly
and
wishing
he
were back
at
his
old
job.
You
can
see
from
this
that
he
had
jumped
out
of
the
frying pan
and
into
Pe
the fire.
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CLASSROOM
ACTIVITIES
219
PASSAGE
B:
7-Up
You
might
not
recognize
the
drink
that
is
described
in
the
reading
passage.
However,
it
is
a
drink
that
is
quite
popular
today.
The
drink
underwent
a number
of
changes
in
the
1940s,
changes
that
made
it
resemble
much
more closely
the
beverage
of
today.
One
change
that
occurred
in
the
1940s
was
to
the
name
of
the
product. The
original
name
was
rather
unwieldy,
so
it
was
changed
to
the
much
shorter 7-Up.
This
name
was
selected
because
the
drink
was
sold
in
seven-ounce bottles
and
because
the
carbonated
bubbles
rose
up
to
the
top
of
the
drink.
Another
change
in
the
1940s
was
a
change
to
the
ingredients.
The
1940s version
of
the
drink
was
still
carbonated,
but
it
was
much
less
carbonated
than its
predecessor.
In
addition,
lithium
was
removed
from
the
list
of
ingredients at
that
point.
Lithium
was
no
longer
available
to
the
public
without
a prescription
from
a
physician,
and
the
product
owner
wanted
to
sell
the
drink to
the
public
without
the
n
need
for
a
prescription.
220
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ACTIVITY
SHEET
S11B
Synthesizing
Ideas
DIRECTIONS:
Study
each
pair
of
ideas
and
determine
the
relationship
between
the
two
ideas.
(1)
• amphibians
• frogs
What
is
the
relationship
between
these
two
ideas? _______________
__________________________________________________________
n
• tsunami (tidal wave)
What
is
the
relationship
between
these
two
ideas? _______________
__________________________________________________________
so
ar
(3)
• taxes that are too high
• a bill in Congress to reduce taxes
What
is
the
relationship
between
these
two
ideas? _______________
Pe
__________________________________________________________
__________________________________________________________
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CLASSROOM
ACTIVITIES
221
(6) • product loyalty
• Starbucks
What
is
the
relationship
between
these
two
ideas? _______________
__________________________________________________________
__________________________________________________________
n
(8) • galaxies
• the Milky Way
What
is
the
relationship
between
these
two
ideas? so _______________
__________________________________________________________
ar
(9) • snakes with one head
• a two-headed snake
What
is
the
relationship
between
these
two
ideas? _______________
Pe
__________________________________________________________
__________________________________________________________
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ACTIVITY
SHEET
S12A
Describing
Objects
DIRECTIONS:
Describe
each
object
on
your
list
to
your
partner
(without
using the
name
of
the
object
in
your
description).
Continue
describing
each
object
until your
partner
correctly
guesses
the
object.
LIST
A
1. a
television
2. an
elephant
3. a
beach
4. a
railroad
car
5. coins
n
so cut
along
this
line
ar
DIRECTIONS:
Describe
each
object
on
your
list
to
your
partner
(without
using the
Pe
name
of
the
object
in
your
description).
Continue
describing
each
object
until your
partner
correctly
guesses
the
object.
LIST
B
1. a
mountain
2. a
whale
3. makeup
4. a
sailboat
5. a
grocery
store
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CLASSROOM
ACTIVITIES
223
ACTIVITY
SHEET
S12B (1)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Read
each
paragraph
of
the
response
to
your
group.
Wait after
each
paragraph
while
the
group
members
take
notes
on
the
features
of the
response.
n
worse.
Paragraph
3 so
The
listening
passage
provides
an
example
of
this
idiomatic
expression.
In this
example,
someone
named
Mike
was
in
a
job
that
was
not
so
good
because it
was
boring,
repetitive,
unchallenging,
and
unexciting,
so
he
quit
it.
This
is the
part
of
the
example
where
he
jumped
out
of
the
frying
pan.
After
Mike quit
his
job,
he
moved
into
a
job
that
was
really
awful,
much
worse
than
his original
job,
because
he
had
a
ar
boss
who
yelled,
found
fault,
and
blamed
him. This
is
the
part
of
the
example
where
Mike
jumped
into
the
fire.
Pe
Paragraph
3
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The final change described in the listening passage was that the product no longer
contained lithium, a drug that is prescribed today to treat depression.
n
Paragraph
3
According to the listening passage,
drinking
three
cups
of
black tea
per
day
so
provides
around
600
milligrams
of
flavonoids
and
has
the
effect
of increasing
flavonoids
in
the
blood
by
25
percent.
A
very
important
effect
of
this increase
in
flavonoids
in
the
blood
is
a
reduced
risk
of
heart
disease.
Thus,
the three-quarters
of
tea
drinkers
who
are
drinking
black
tea
are
experiencing
a reduced
risk
of
heart
disease
if
they
are
drinking
at
least
three
cups
of
it
a
day.
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
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reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
225
ACTIVITY
SHEET
S12B (2)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Listen
to
each
paragraph
of
the
response.
Then
answer
the
following
questions
on
the
features
of
each
paragraph
of
the
response.
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) Does
the
speaker
refer
to
the
reading
passage?
(3) Does
the
speaker
refer
to
the
listening
passage?
(4) What
is
the
relationship
between
the
two
passages?
Paragraph 2
n
(5) What
is
the
purpose
of
Paragraph
2
of
the
response?
(6) What
is
the
topic
of
the
reading
passage?
(7) What
are
the
main
points
of
the
reading
passage?
Paragraph
3
so
(8) What
is
the
purpose
of
Paragraph
3
of
the
response?
ar
(9) What
is
the
topic
of
the
listening
passage?
(10) What
are
the
main
points
of
the
listening
passage?
Paragraph 1
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) Does
the
speaker
refer
to
the
reading
passage?
(3) Does
the
speaker
refer
to
the
listening
passage?
(4) What
is
the
relationship
between
the
two
passages?
Paragraph 2
(5) What
is
the
purpose
of
Paragraph
2
of
the
response?
(6) What
is
the
topic
of
the
reading
passage?
(7) What
are
the
main
points
of
the
reading
passage?
Paragraph 3
(8) What
is
the
purpose
of
Paragraph
3
of
the
response?
(9) What
is
the
topic
of
the
listening
passage?
(10) What
are
the
main
points
of
the
listening
passage?
226
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RESPONSE
C:
Black
Tea
Paragraph
1
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) Does
the
speaker
refer
to
the
reading
passage?
(3) Does
the
speaker
refer
to
the
listening
passage?
(4) What
is
the
relationship
between
the
two
passages?
Paragraph 2
(5) What
is
the
purpose
of
Paragraph
2
of
the
response?
(6) What
is
the
topic
of
the
reading
passage?
(7) What
are
the
main
points
of
the
reading
passage?
Paragraph 3
(8) What is the purpose of Paragraph 3 of the response?
n
(9) What
is
the
topic
of
the
listening
passage?
(10) What
are
the
main
points
of
the
listening
passage?
so
ar
Pe
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CLASSROOM
ACTIVITIES
227
ACTIVITY
SHEET
S13A
Adding
Details
to
a
Basic
Story
DIRECTIONS: Read each basic story and add details to the story.
STORY
A
1. The
student
woke
up.
n
STORY
B
1.
2.
The
professor
started
the
lecture.
STORY
C
1. The
student
read
the
article.
2. The student felt strongly about what was in the article.
4. The student decided to do something about what was in the article.
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STORY
D
1. The
professor
came
into
the
classroom.
n
so
ar
Pe
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CLASSROOM
ACTIVITIES
229
ACTIVITY
SHEET
S13B
Taking
Notes
on
Listening
Passages
DIRECTIONS:
Read
the
dialogue
to
your
group.
Have
your
group
take
notes
on
the
topic
and
main
points
of
the
passage.
n
everyone to know at least one foreign language.
(student 2) Well, it may be good for other people to know a foreign language, but it’s not
something I want to do.
(student 1) I guess I have a different opinion.
(student 2) Have you already studied a foreign language?
(student 1) Yes, I have.
(student 2) Maybe that’s why you don’t care if the requirement is dropped or not.
so
(student 1) That might have something to do with it . . . But I do think it is important for
ar
everyone to learn a foreign language.
(student
1) Our
school
is
playing
in
the
championship
game.
(student
2) It
is?
(student
1) Yes,
it
is.
You
must
not
be
much
of
a
fan.
(student
2) No,
I’m
not.
It
sounds
like
you
are.
You
must
be
really
excited that
our
team
is
in
the
championship.
(student
1) I
am.
(student
2) And
are
you
going
to
the
championship
game?
(student
1) I
really
want
to,
but
I’m
not
sure
I
can.
(student
2) Why
not?
(student
1) Because
the
game
is
being
played
out
of
town,
and
I’d
have
to miss
class
to
go.
I
wish
the
school
would
cancel
classes
on
the
day of
the
game
so
that
anyone
who
wanted
to
could
go.
(student
2) I
don’t
think
that
is
going
to
happen.
It’s
really
up
to
each professor,
I
think.
If
you
want
to
go
to
the
game,
you’ll
need
to
get permission
from
each
of
your
professors.
(student
1) That
could
be
a
problem.
I’m
sure
that
some
of
my
professors
will excuse
students
who
want
to
go
to
the
championship
game,
but
at least
some
of
my
professors
won’t.
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PASSAGE
C:
Snowstorm
(student
1) Did
you
get
to
class
on
Friday?
(student
2) No,
I
didn’t.
I
couldn’t
get
to
class
because
of
the
snowstorm. Were
you
able
to
go?
(student
1) No,
I
couldn’t
get
there,
either.
The
snowstorm
was
really
bad.
So you
missed
the
exam,
too?
(student
2) I
did.
(student
1) Do
you
think
everyone
missed
the
exam?
(student
2) No,
I
don’t.
I
talked
to
some
students
who
made
it
to
class
and took
the
exam.
(student
1) How
many
students
managed
to
get
to
class
and
take
the
exam?
(student
2) I
heard
that
about
half
of
them
got
there.
(student
1) What
do
you
think
the
professor
is
going
to
do
about
the
rest
of us?
I
mean,
half
of
us
missed
the
exam
because
of
the
snowstorm.
(student
2) Well,
she
did
say
there
would
be
no
makeups
for
any
reason.
(student
1) I
know,
but
we
couldn’t
get
there
because
of
a
bad
snowstorm. That
just
doesn’t
seem
fair,
does
it?
n
(student
2) No,
it
doesn’t.
What
do
you
think
we
should
do
about
it?
Should we
wait
until
class
and
see
what
she
says
then?
(student
1) Maybe
it’s
better
to
go
find
her
now
and
talk
to
her
before
class. We
may
be
able
to
talk
to
her
before
she
makes
up
her
mind about
what
to
do. so
ar
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CLASSROOM
ACTIVITIES
231
ACTIVITY
S14B
Expressing
Opinions
DIRECTIONS:
One
student
in
the
group
should
express
an
opinion
about
each
statement.
The
other
members
of
the
group
should
agree
or
disagree
with
this
opinion.
You
may
want
to
use
some
of
the
following
functional
expressions
when
you
are
expressing
an
opinion,
agreeing,
or
disagreeing.
n
That’s
just
what
I
think
.
.
.
That’s
exactly
right
.
.
. so
Functional
expressions for
disagreeing:
I’m
not
sure
if
I
agree
.
.
.
My
opinion
is
a
little
different
.
.
.
ar
I
don’t
share
the
same
opinion.
Instead,
.
.
.
(The
speaker)
makes
an
interesting
point,
but
.
.
.
Pe
STATEMENTS
(1) It
is
best
to
marry
before
you
are
twenty
years
old.
(2) You
should
never
contradict
your
boss.
(3) All
university
students
should
be
required
to
study
math
and
science.
(4) A
good
friend
will
always
tell
you
the
truth.
(5) Children
must
always
obey
their
parents,
at
any
age.
(6) Students
who
fail
a
single
class
should
be
dropped
from
the
university.
(7) Universities
should
limit
class
size
to
no
more
than
twenty
students.
(8) It
is
never
a
good
idea
to
eat
sweets.
(9) It
is
best
to
wake
up
early
each
morning
to
get
the
most
benefit
from each
day.
(10) It
is
never
acceptable
to
drive
over
the
speed
limit.
232
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ACTIVITY
SHEET
S15A
Discussing
a
Newspaper
Article
DIRECTIONS:
Read
the
article
and
discuss
it
with
your
group.
Discuss
answers to
the
questions
that
follow
the
article.
n
injury,
this
parking
structure
will
not be
available
for
student
use
but
will
instead be
reserved
for
faculty
and
administration so
that
they
can
park
their
cars
right
in
the so
middle
of
campus.
Students
should
take
action immediately
to
save
the
park
and
to
prevent this
travesty.
QUESTIONS
ar
1. What
is
your
opinion
of
the
situation
described
in
the
article?
2. What
reasons
can
you
give
in
support
of
this
decision?
3. What
reasons
can
you
give
to
challenge
this
decision?
Pe
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CLASSROOM
ACTIVITIES
233
ACTIVITY
SHEET
S15B (1)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Read
each
paragraph
of
the
response
to
your
group.
Wait after
each
paragraph
while
the
group
members
take
notes
on
the
features
of the
response.
n
Paragraph 2
My
opinion
is
that
the
requirement
should
remain.
I
think
it
is
important for
so
everyone
to
have
some
understanding
of
other
languages,
particularly
in a
university.
University
students
are
educated
people,
and
study
of
a
foreign
language
is
part
of
a
broad
university
education.
ar
RESPONSE
B:
Sports
Championship
Paragraph 1
In
this
conversation,
two
students
are
discussing
a
championship
game. The
school’s
team
will
be
playing
in
this
championship
game
out
of
town.
One student,
Pe
who
is
very
eager
to
attend
the
game,
thinks
the
school
should
cancel all
classes
so
that
students
can
attend
the
game.
The
other
student,
who
is uninterested
in
attending
the
game,
thinks
that
each
professor
should
decide how
to
handle
his
or
her
classes.
Paragraph
2
I
agree
more
with
one
student
than
the
other
about
this
situation.
I
do think
it
is
wonderful
that
the
school
team
is
playing
in
the
championship game,
and
I
think
it
is
too
bad
that
the
game
is
being
played
out
of
town. However,
the
school
should
not
cancel
all
classes;
each
professor
should
be able
to
decide
what
to
do
about
his
or
her
classes.
Every
class
has
a
different situation,
so
each
professor
must
decide
by
himself
or
herself.
234
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reproduce
for
classroom
use.
RESPONSE
C:
Snowstorm
Paragraph 1
In
this
passage,
the
students
are
describing
a
snowstorm
and
its
effect
on an
exam.
The
snowstorm
had
kept
half
the
students
from
taking
an
exam, including
both
these
students.
The
professor
had
said
there
would
be
no
makeups;
however,
it
seemed
unfair
to
the
students
that
they
could
not
make
up
the exam.
The
students
were
not
quite
sure
what
to
do
about
this
situation.
Paragraph
2
I
have
an
opinion
about
this
situation,
about
the
snowstorm,
about
the
professor,
and
about
the
students.
A
snowstorm
is
something
that
neither
the
professor
nor
the
students
can
control.
It
is
generally
OK
for
a
professor
to have
a
policy
of
no
makeups,
but
not
in
a
situation
such
as
a
snowstorm
that is
beyond
everyone’s
control.
The
professor
should
make
an
exception
in
this case
because
a
snowstorm
is
something
the
students
could
not
control.
The students
should
see
the
professor
as
soon
as
possible
to
discuss
this
with
the professor.
It
is
best
to
deal
with
n
this
problem
sooner
rather
than
later.
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
235
ACTIVITY
SHEET
S15B (2)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Listen
to
each
paragraph
of
the
response.
Then
answer
the
following
questions
on
the
features
of
each
paragraph
of
the
response.
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) What
is
the
topic
of
the
listening
passage?
(3) What
are
the
main
points
of
the
listening
passage?
Paragraph 2
(4) What is the purpose of Paragraph 2 of the response?
n
(5) What
is
the
speaker’s
opinion?
(6) How
does
the
speaker
support
this
opinion?
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) What
is
the
topic
of
the
listening
passage?
(3) What
are
the
main
points
of
the
listening
passage?
Paragraph 2
(4) What
is
the
purpose
of
Paragraph
2
of
the
response?
(5) What
is
the
speaker’s
opinion?
(6) How
does
the
speaker
support
this
opinion?
236
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
RESPONSE
C:
Snowstorm
Paragraph 1
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) What
is
the
topic
of
the
listening
passage?
(3) What
are
the
main
points
of
the
listening
passage?
Paragraph 2
(4) What
is
the
purpose
of
Paragraph
2
of
the
response?
(5) What
is
the
speaker’s
opinion?
(6) How
does
the
speaker
support
this
opinion?
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
237
ACTIVITY
SHEET
S16A
Drawing
from
an
Oral
Description
DRAWING A
n
so
cut
along
this
line
ar
DRAWING B
Pe
238
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY SHEET S16B
Taking
Notes
on
Listening
Passages
DIRECTIONS:
Read
the
passage
to
your
group.
Have
your
group
take
notes
on the
topic
and
main
points
of
the
passage.
PASSAGE
A:
Banyan
Tree
The
banyan
tree,
a
tree
that
is
native
to
India,
is
quite
an
interesting
tree.
It is
so
fascinating
because
of
the
huge
size
it
can
attain
and
because
of
the
huge number
of
trunks
it
can
grow.
When
the
banyan
tree
is
young,
it
has
one
trunk,
like
other
trees. However,
after
it
has
reached
a
certain
stage
in
its
growth,
it
begins
to develop
additional
trunks.
It
creates
additional
trunks
that
grow
from
the
tree downward
rather
than
upward
from
the
soil.
Roots
grow
downward
from
the maturing
tree;
when
these
roots
reach
the
soil,
they
burrow
into
the
soil
and then
thicken
to
form
additional
n
trunks.
The
tree
can
spread
out
and
become larger
and
larger
as
more
and
more
trunks
form.
An
example
of
a
really
large
banyan
tree
can
be
found
in
the
Botanic Gardens
in
Kolkata,
India.
The
banyan
tree
there
is
at
least
two centuries
old
and
has
the
reputation
as
the
world’s
largest
banyan
tree.
It measures
in
the
neighborhood
of
so
1,000
feet
(330
meters)
in
circumference
and currently
has
more
than
1,700
trunks.
ar
cut
along
this
line
Salt
has
been
served
on
tables
to
flavor
food
for
hundreds
of
years.
Until the
beginning
of
the
twentieth
century,
however,
salt
was
served
in
a
bowl
with a
spoon
rather
than
in
a
salt
shaker.
A
problem
with
salt
is
that
it
absorbs water.
In
damp
weather,
grains
of
salt
clump
together.
When
salt
was
served in
a
bowl,
the
clumps
of
salt
could
be
broken
up
with
the
utensil
before
it
was spooned
over
food.
In
the
early
part
of
the
twentieth
century,
the
Morton
Salt
Company developed
a
salt
product
that
could
be
served
in
a
salt
shaker.
The
salt
was coated
with
a
chemical
that
prevented
it
from
clumping,
even
when
the weather
was
damp.
Salt
could
be
kept
in
a
shaker
on
the
table
and
then
could be
shaken
over
food
to
serve
it.
The
slogan
that
the
Morton
Salt
Company
came
up
with
to
advertise its
new
product
was
“When
it
rains
it
pours.”
This
slogan
was
not
exactly grammatically
accurate
because
the
pronoun
“it”
in
the
slogan
refers
to
two different
things
in
one
sentence.
The
“it”
in
the
expression
“it
rains”
refers
to the
weather,
and
the
“it”
in
the
expression
“it
pours”
refers
to
the
salt.
This slogan
has
been
quite
successful
in
spite
of
the
fact
that
it
was
not
pleasing
to English
teachers,
and
the
slogan
is,
in
fact,
still
in
use
a
century
later.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
239
PASSAGE
C:
Left
versus
Right
When
someone
talks
about
politics,
one
can
use
the
terms
“left”
and
“right” to
refer
to
the
two
ends
of
the
political
spectrum.
The
right
is
the
conservative side
of
the
spectrum,
the
side
of
the
political
spectrum
that
is
satisfied
with the
current
system
and
favors
the
maintenance
of
the
status
quo
over
change.
The
left
is
the
opposite
of
the
political
spectrum,
the
more
liberal
side.
The left
is
the
side
of
the
political
spectrum
that
is
not
satisfied
with
the
current system
and
favors
change
over
maintenance
of
the
status
quo.
The
use
of
the
terms
“left”
and
“right”
to
describe
different
sides
of the
political
spectrum
actually
developed
from
the
seating
positions
in the
National
Assembly
of
France
in
the
period
of
time
prior
to
the
French Revolution.
In
the
pre-
revolutionary
era
in
France,
the
nobility
sat
on
the
right side
of
the
assembly
and
the
non-noble
members
of
the
assembly
sat
on
the left
side.
Since
the
nobles
on
the
right
side
of
the
assembly
tended
to
favor
the status
quo
and
those
who
were
not
part
of
the
n
noble
class
on
the
left
tended to
favor
a
change
in
their
status,
the
right
came
to
refer
to
the
political
side that
favors
the
maintenance
of
the
status
quo
and
the
left
came
to
refer
to
the political
side
that
favors
change. so
ar
Pe
240
CLASSROOM
ACTIVITIES
©
2015
by
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
S17B
Paraphrasing
Ideas
(1) Our
departure
date
has
been
postponed
for
at
least
a
month.
(2) They
were
optimistic
that
the
rest
of
the
group
would
be
willing
to
lend a
hand.
(3) Of
the
two
key
points
in
the
article,
one
was
far
more
credible
than
the
other.
(4) Researchers
are
well
on
the
way
to
discovering
a
cure
for
certain
kinds of
cancer.
(5) That
the
lecture
was
so
enthralling
was
completely
unexpected.
(6) The
university
has
been
unwilling
to
declare
definitively
whether
or
not
tuition
will
be
raised.
n
(7) The
strategy
suggested
by
management
seems
feasible.
(8) There
is
an
issue
with
the
budget
deficit
that
needs
to
be
resolved.
(9) The
fact
of
the
matter
is
that
all
interested
parties
had
the
opportunity
to so
voice
their
opinions.
(10) Only
if
I
have
no
other
choice
in
the
matter
will
I
consent
to
this.
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
241
ACTIVITY
SHEET
S18A
Discussing
a
Newspaper
Article
DIRECTIONS:
Read
the
article
and
discuss
the
article
with
your
group.
Discuss
answers
to
the
questions
that
follow
the
article.
The
community
is
facing
a
serious school
and
to
arrest
the
parents
of any
problem
with
an
increasing
dropout child
who
fails
to
attend
school. If
a
rate
in
the
local
high
school
and
has child
has
an
unexcused
absence from
decided
to
take
extreme
measures
to school,
the
parents
will
be warned
n
resolve
this
problem,
measures
that once.
The
second
time
the child
has
involve
holding
parents
responsible an
unexcused
absence
from school,
for
the
attendance
of
their
children in
so the
child’s
parents
will
be arrested.
schools.
The
dropout
rate
has Parents
can
expect
to
spend one
night
increased
more
than
ten
percent
in in
jail
for
each
unexcused absence.
It
the
last
five
years
and
shows
signs of
is
expected
that
this
law will
have
the
continuing
this
trend,
so
the
town immediate
effect
of decreasing
the
council
has
taken
the
unprecedented number
of
unexcused absences
from
ar
step
of
making
it
illegal
for
any
child school
and
the
dropout
rate
from
under
the
age
of
eighteen
not
to
be in
school.
Pe
QUESTIONS
1.What
is
your
opinion
of
the
situation
described
in
this
article?
2.What
reasons
can
you
give
in
support
of
this
decision?
3.What
reasons
can
you
give
to
challenge
this
decision?
4.What
do
you
thinks
parents
in
this
town
should
do
about
this
law?
Why?
5.What
do
you
think
students
in
this
town
should
do
about
this
law?
Why?
242
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
S18B (1)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Read
each
paragraph
of
the
response
to
your
group.
Wait after
each
paragraph
while
the
group
members
take
notes
on
the
features
of the
response.
n
Paragraph
3
One
example
of
the
banyan
tree
in
Kolkata,
India,
shows
how large
a
banyan
so
tree
can
be
and
how
many
trunks
it
can
have.
This
tree
shows that
a
banyan
tree
can
measure
hundreds
of
meters
around
and
have
more than
1,700
trunks.
ar
RESPONSE
B:
Morton
Salt
Company
Paragraph 1
This
lecture
explains
how
salt
came
to
be
served
in
a
shaker.
This
happened
when
Morton
Salt
Company
introduced
a
new
salt
product
early
in
the twentieth
Pe
century.
Paragraph
2
Salt had accompanied meals for a long time, but it had been served in bowls. The
bowls made it easy to break up the clumps that formed in damp weather. This
changed
when
Morton
Salt
Company
developed
a chemical
coating
for
salt
that
prevented
clumping.
Salt
could
then
be
served
in shakers.
Paragraph
3
Morton
Salt
Company
developed
an
advertising
slogan
when
it
introduced
salt
in
shakers.
This
slogan
was
“When
it
rains
it
pours.”
This
means
that when
the
weather
is
wet
the
salt
will
still
come
out
of
the
shaker.
This
slogan is
still
used
today.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
243
RESPONSE
C:
Left
versus
Right
Paragraph
1
This
passage
discusses
the
development
of
the
terms
“left”
and
“right.” These
are
terms
that
are
used
in
politics
today.
Paragraph
2
Today,
these
terms
refer
to
opposite
political
sides.
The
term
“left”
refers
to the
liberal
side
of
politics,
the
side
that
desires
changes
in
the
current
system. The
term
“right”
refers
to
the
conservative
side
of
politics,
the
side
that
wants the
system
to
remain
basically
the
same.
Paragraph
3
These
terms
developed
from
the
seating
positions
in
the
National
Assembly of
France
before
the
revolution
there.
The
nobles,
or
conservatives,
sat
on
the right
side
of
the
assembly;
the
non-nobles,
or
liberals,
sat
on
the
left
side
of the
assembly.
n
so
ar
Pe
244
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
S18B (2)
Noting
Features
of
a
Good
Response
DIRECTIONS:
Listen
to
each
paragraph
of
the
response.
Then
answer
the
following
questions
on
the
features
of
each
paragraph
of
the
response.
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) What
is
the
topic
of
the
listening
passage?
Paragraph 2
(3) What
is
the
purpose
of
Paragraph
2
of
the
response?
(4) What
is
the
first
key
point
of
the
listening
passage?
n
Paragraph 3
(5) What
is
the
purpose
of
Paragraph
3
of
the
response?
(6) What
is
the
second
key
point
of
the
listening
passage?
so
RESPONSE
B:
Morton
Salt
Company
ar
Paragraph
1
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
Pe
Paragraph 2
(3) What
is
the
purpose
of
Paragraph
2
of
the
response?
(4) What
is
the
first
key
point
of
the
listening
passage?
Paragraph 3
(5) What
is
the
purpose
of
Paragraph
3
of
the
response?
(6) What
is
the
second
key
point
of
the
listening
passage?
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
245
RESPONSE
C:
Left
versus
Right
Paragraph
1
(1) What
is
the
purpose
of
Paragraph
1
of
the
response?
(2) What
is
the
topic
of
the
listening
passage?
Paragraph 2
(3) What
is
the
purpose
of
Paragraph
2
of
the
response?
(4) What
is
the
first
key
point
of
the
listening
passage?
Paragraph 3
(5) What
is
the
purpose
of
Paragraph
3
of
the
response?
(6) What
is
the
second
key
point
of
the
listening
passage?
n
so
ar
Pe
246
CLASSROOM
ACTIVITIES
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2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY SHEETS
SECTION FOUR
WRITING
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
247
ACTIVITY
SHEET
W1B
Taking
Notes
on
Reading
Passages
DIRECTIONS:
Read
each
passage,
and
take
notes
on
the
topic
and
main
points of
the
passage.
Discuss
your
notes
with
your
group.
There
have
been
questions
over
time
about
the
scientific
classification
of the
giant
panda.
Many
people
believe
that
the
giant
panda
is
a
kind
of
bear because
it
resembles
the
bear
in
size
and
shape
and,
in
fact,
may
refer
to
it
as a
panda
bear.
The
eyes
of
the
panda,
however,
differ
from
those
of
a
bear
in that
they
are
encircled
by
black
hair
on
a
white
background
and
in
that
the pupils
of
the
eyes
are
vertical
slits
rather
than
round
like
a
bear’s.
Because of
the
black
circles
of
fur,
n
some
people
believe
the
panda
looks
more
like
a raccoon
than
a
bear;
because
of
the
vertically-slit
eyes,
some
believe
the
giant panda
looks
more
like
a
cat
than
a
bear. so
PASSAGE
B:
Video
Games
A
certain
study
touts
the
positive
effects
of
playing
hours
of
video
games and
ar
comes
to
the
overall
conclusion
that
it
can
be
beneficial
to
spend
leisure time
in
this
pursuit.
In
this
study,
100
university
students
were
asked
to
play a
selection
of
popular
video
games
for
a
period
of
10
hours
and
then
report on
positive
feelings
they
experienced
during
this
period,
such
as
elation
or
a sense
of
accomplishment.
Pe
One
hundred
percent
of
the
participants
in
the
study reported
experiencing
a
sense
of
elation
or
a
sense
of
accomplishment
at
some point
during
the
test.
Sir
Edmund
Hillary
made
news
in
the
late
1960s,
not
just
because
he reached
the
summit
of
Mount
Everest
but
also
because
he
believed
he
had discovered
proof
that
Yeti
existed.
Also
known
as
the
Abominable
Snowman, Yeti
is
a
huge
mythical
animal
that
is
rumored
to
exist
in
the
high
elevations of
less
populated
areas
of
the
world
but
whose
existence
has
never
been proven
unequivocally.
Hillary
found
some
huge
tracks
frozen
in
the
ice
high
up in
the
Himalayas.
Measuring
more
than
a
foot
(30
cm)
wide
and
two
feet
(60
cm) in
length,
the
footprints
were
much
larger
than
the
feet
of
any
known
animals and
were
therefore
believed
to
have
been
made
by
an
animal
such
as
Yeti
and to
be
physical
proof
of
the
existence
of
such
an
animal.
248
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ACTIVITIES
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2015
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Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
PASSAGE
D:
Columbus
Some
people
think
that
explorer
Christopher
Columbus
believed
the
world was
flat
when
he
set
out
on
his
explorations
in
1492,
but
this
is
actually
not the
case.
It
is
true
that
many
people
at
the
time
did
believe
that
the
world
was flat,
most
likely
including
many
of
the
sailors
accompanying
Columbus
on
his voyages.
However,
Columbus
himself
was
not
one
of
this
group.
Columbus understood
that
the
world
was
in
the
shape
of
a
globe,
and
this
understanding of
the
shape
of
the
world
was
part
of
the
foundation
of
his
goals
as an
explorer.
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
249
ACTIVITY
SHEET
W2B
Taking
Notes
on
Listening
Passages
DIRECTIONS:
Read
each
passage
and
take
notes
on
the
topic
and
main
points of
the
passage.
Discuss
your
notes
with
your
group.
Recent
studies
on
the
DNA
of
the
giant
panda
have
been
conducted,
and the
DNA
study
results
are
quite
definitive.
The
DNA
of
the
giant
panda
most definitely
has
numerous
ursine
features;
that
is,
the
DNA
of
the
giant
panda clearly
resembles
that
of
the
bear.
It
does
not
closely
resemble
the
DNA of
either
the
raccoon
or
the
cat.
Since
DNA
is
a
more
scientific
method
of classifying
animals
than
is
the
visual
assessment
of
certain
characteristics,
it can
be
stated
rather
unequivocally
that
the
giant
panda
is
a
member
of
the Ursidae
family.
n
PASSAGE
B:
Video
Games so
Let’s
look
at
some
of
the
features
of
this
study
so
that
you
can
decide
for
yourselves
how
valid
the
conclusion
of
the
study
actually
is.
First,
I
would like
to
point
out
that
participants
in
the
study
were
asked
about
the
positive feelings
they
ar
experienced,
but
they
were
not
asked
about
any
negative feelings
and
about
the
percentage
of
the
time
that
they
experienced
positive feelings.
It
is
true
that
100
percent
of
the
participants
reported
experiencing positive
feelings
at
some
point
during
the
10-hour
study,
but
perhaps
they experienced
positive
feelings
for
only
a
short
period
of
time.
It
would
not
be considered
beneficial
to
play
hours
of
video
Pe
games
if
one
experienced
only
a few
minutes
of
positive
feelings
when
playing
for
hours.
Another
issue
I
have with
the
study
is
that
it
discusses
only
video
games
but
does
not
mention other
kinds
of
leisure
activities,
such
as
sports.
Other
studies
have
shown that
one
experiences
a
higher
sense
of
elation
and
accomplishment
when playing
a
sport
than
when
playing
a
video
game.
This
calls
into
question
the
conclusion
of
the
study
that
it
can
be
beneficial
to
spend
a
lot
of
leisure
time
playing
video
games
if
there
are
more
beneficial
ways,
such
as
sports,
to
spend
leisure
time.
250
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ACTIVITIES
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2015
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Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
PASSAGE
C:
Hillary
and
Yeti
After
first
believing
that
he
had
found
proof
of
the
existence
of
Yeti,
Hillary
discovered
that
there
was
a
simple
explanation
for
the
huge
footprints,
an
explanation
that
did
not
involve
Yeti
or
some
other
huge
mythical
animal. Hillary
discovered
this
explanation
when
he
observed
what
happened with
footprints
left
by
members
of
his
party
and
by
known
animals
in the
mountains
around
him.
Footprints
that
were
made
in
the
snow
were sometimes
subject
to
direct
sunlight
when
the
clouds
surrounding
the mountains
occasionally
parted,
and
the
direct
sunlight
caused
the
footprints to
melt
somewhat
and
to
increase
in
size.
Then,
when
the
sun
disappeared, the
larger
footprints
refroze.
Footprints
that
were
exposed
to
enough
sunlight enough
times
actually
became
immense.
The
footprints
frozen
in
the
snow
that Hillary
had
at
first
assumed
had
been
made
by
some
huge
unknown
animal such
as
a
Yeti
had
actually
been
made
by
a
much
smaller
animal.
n
PASSAGE
D:
Columbus
There
is
a
considerable
amount
of
proof
for
what
Columbus
believed
about the
so
shape
of
the
Earth,
about
whether
he
believed
the
Earth
was
flat
like
a pancake
or
spherical
like
a
ball.
Texts
that
had
been
written
by
the
ancient Greeks
described
the
Earth
as
spherical
rather
than
flat,
and
Columbus
was able
to
read
and
had
read
these
Greek
texts.
When
he
developed
his
plan
to head
west,
it
was
with
the
intention
ar
of
traveling
to
India
by
heading
west from
Europe
to
get
there,
something
he
believed
he
could
do
because
of
the globular
shape
of
the
Earth.
He
also
demonstrated
his
belief
in
the
spherical shape
of
the
Earth
by
showing
that
he
believed
the
circumference
of
the Earth
to
be
18,000
miles
(or
27,000
kilometers).
Though
he
underestimated the
circumference
of
the
Earth
by
a
third,
and
therefore
Pe
could
not
reach
his intended
destination
in
the
time
he
expected,
he
did
demonstrate
his
belief that
the
Earth
was
a
sphere
with
a
circumference.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
251
ACTIVITY
SHEET
W3A
Understanding
Doubt
and
Support
DIRECTIONS:
Study
each
pair
of
sentences
and
decide
whether
the
second
sentence
casts
doubt
on
or
supports
the
first
sentence.
(1) • Lawmakers believed the best way to decrease crime was with a curfew.
• A curfew went into effect, and crime rose 15 percent.
Does
the
second
sentence
cast
doubt
on
or
support
the
first
sentence?
n
so
(3) • University officials worried that an increase in tuition would decrease the number
of student
applications.
• Tuition was raised, and the number of students applying to the university
actually
increased.
ar
Does
the
second
sentence
cast
doubt
on
or
support
the
first
sentence?
Pe
(4)
• A certain company believed that employees would stay longer at the company
if
they
had
flexible
schedules.
• The company instituted a flex scheduling policy, and the company’s retention
rate
went
up.
Does
the
second
sentence
cast
doubt
on
or
support
the
first
sentence?
(5) • Some psychologists believe that temperament is more a matter of nurture
than
nature.
• A study of identical twins raised separately showed that the twins tended
to
have
remarkably
similar
temperaments.
Does
the
second
sentence
cast
doubt
on
or
support
the
first
sentence?
252
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ACTIVITIES
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2015
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Education,
Inc.
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classroom
use.
ACTIVITY
SHEET
W3B
Recognizing
Doubt
and
Support
in
News
Stories
DIRECTIONS:
Study
the
information
about
this
story.
Be
prepared
to
discuss
whether
the
information
you
have
casts
doubt
on
or
supports
the
information other
students
have.
n
Five
hundred
dollars
was
taken.
Both
of
the
robbers
have
been
arrested
by
the
police.
so cut
along
this
line
ar
DIRECTIONS:
Study
the
information
about
this
story.
Be
prepared
to
discuss
whether
the
information
you
have
casts
doubt
on
or
supports
the
information other
students
have.
Pe
Two of the three robbers have been arrested by the police.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
253
DIRECTIONS:
Study
the
information
about
this
story.
Be
prepared
to
discuss
whether
the
information
you
have
casts
doubt
on
or
supports
the
information other
students
have.
The most powerful of the tornadoes was on the ground for 20 minutes.
n
The
National
Weather
Service
is
predicting
that
there
is
no
danger
from additional
tornadoes
today.
so cut
along
this
line
ar
DIRECTIONS:
Study
the
information
about
this
story.
Be
prepared
to
discuss
whether
the
information
you
have
casts
doubt
on
or
supports
the
information other
students
have.
Pe
The most powerful of the tornadoes was on the ground for a half hour.
The
National
Weather
Service
is
predicting
that
more
tornadoes
are possible
today.
254
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ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
DIRECTIONS:
Study
the
information
about
this
story.
Be
prepared
to
discuss
whether
the
information
you
have
casts
doubt
on
or
supports
the
information other
students
have.
Our fans cheered for our team and cheered for the results.
n
cut
along
this
line
DIRECTIONS:
Study
the
information
about
this
story.
Be
prepared
to
discuss
whether
the
information
you
have
casts
doubt
on
or
supports
the
information other
students
have.
so
ar
STORY
C:
Sports
(from
a
newspaper)
Version
2
Their fans cheered for their team and booed the results.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
255
ACTIVITY
SHEET
W4B
Choosing
Supporting
Paragraphs
DIRECTIONS:
Read
each
set
of
supporting
paragraphs.
Discuss the
strengths
and
weaknesses
of
each
supporting
paragraph
and
decide
which supporting
paragraph
in
each
set
is
the
best.
n
Abominable
Snowman,
frozen
in
the
ice
in the
Himalayas.
(3) The
reading
passage
describes
a
belief
that
Sir
Edmund
Hillary
had about
something
he
found
in
the
Himalayas.
Hilary
believed
he
had
found a
Yeti,
or
the
so
Abominable
Snowman,
frozen
in
the
ice
in
the
Himalayas. He
believed
this
because
it
was
so
large.
It
was
larger
than
any
animal that
is
known
to
exist.
(4) The
reading
passage
describes
a
belief
that
Sir
Edmund
Hillary
had about
some
tracks
he
found
in
the
Himalayas.
Hilary
believed
he
had found
some
tracks
of
Yeti,
or
the
Abominable
Snowman,
frozen
in
the
ice in
the
Himalayas.
He
believed
ar
this
because
the
footprints
were
so
large. At
more
than
a
foot
wide
and
two
feet
in
length,
the
footprints
were
larger than
the
footprints
of
any
known
animal.
(5) The
reading
passage
describes
a
belief
that
Sir
Edmund
Hillary had
about
some
tracks
he
found
in
the
Himalayas,
the
world’s
tallest mountains.
Hillary
was
on
a
Pe
return
trip
to
the
Himalayas
to
study
human physiology
at
high
altitudes
when
he
found
the
tracks,
and
he
believed that
what
he
had
found
on
this
trip
were
some
tracks
of
Yeti,
or
the Abominable
Snowman,
frozen
in
the
ice
in
the
Himalayas.
He
came
to this
belief
about
the
footprints
that
he
found
in
the
midst
of
his
studies on
human
physiology
at
high
altitudes
because
the
footprints
were
so large.
At
more
than
a
foot
wide
and
two
feet
in
length,
the
footprints
were
larger
than
the
footprints
of
any
known
animal.
256
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ACTIVITIES
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Education,
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Permission
granted
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reproduce
for
classroom
use.
SET
B:
Columbus
(1) The
reading
passage
discusses
the
belief
that
explorer
Christopher Columbus
had
about
the
shape
of
the
Earth.
Many
people
at
the
time believed
that
the
Earth
was
flat,
and
Columbus
himself
shared
the
belief that
the
masses
at
the
time
held
about
the
shape
of
the
Earth.
(2) The
reading
passage
discusses
the
belief
that
explorer
Christopher Columbus
had
about
the
shape
of
the
Earth.
While
many
people
at
the time
believed
that
the
Earth
was
flat,
Columbus
himself
held
the
belief that
the
Earth
was
shaped
like
a
globe.
(3) The
reading
passage
discusses
a
certain
belief.
This
belief
is Columbus’s
belief
about
the
shape
of
the
Earth.
Many
people
at
the
time believed
the
Earth
was
flat.
Columbus
had
a
different
belief.
He
believed that
the
Earth
was
shaped
like
a
ball.
(4) The
reading
passage
discusses
explorer
Christopher,
who
is
best
known for
his
exploration
of
the
Americas.
People
living
during
Columbus’s
time were
not
in
agreement
about
whether
the
world
was
round
or
flat.
(5) The
reading
passage
discusses
the
belief
that
explorer
Christopher Columbus
had
n
about
the
shape
of
the
Earth.
Columbus
is
best
known
for the
four
trips
he
made
to
the
Americas
between
1492
and
1504.
While many
people
at
the
time
believed
that
the
Earth
was
flat,
Columbus himself
held
the
belief
that
the
Earth
was
shaped
so
like
a
globe.
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
257
ACTIVITY
SHEET
W5A
Completing
Dialogues
DIRECTIONS:
Read
the
first
line
of
the
dialogue,
and
write
another
line
for
the
dialogue.
Pass
your
paper
to
your
partner.
Read
the
dialogue
you
receive,
and
add
another
line
to
the
dialogue.
Continue
this
way
until
the
exercise
is
complete.
Name
DIALOGUE A
(parent)
Where
have
you
been?
It
is
midnight
now,
and
you
were
supposed
to be
home
at
ten
o’clock.
(child)
n
(parent)
so
(child)
ar
(parent)
Pe
(child)
(parent)
258
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ACTIVITIES
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classroom
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DIALOGUE
B
(boss) It is time to evaluate your work performance. Are you available to discuss this now?
(worker)
(boss)
(worker)
(boss)
n
(worker) so
(boss)
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
259
DIALOGUE
C
(teacher)
Please
stay
after
class
today.
I
have
something
I
would
like
to
discuss
with
you.
(student)
(teacher)
(student)
n
(teacher)
(student)
so
ar
(teacher)
Pe
260
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
W5B
DIRECTIONS:
Read
each
set
of
supporting
paragraphs
on
listening.
Discuss the
strengths
and
weaknesses
of
each
supporting
paragraph
and
decide
which supporting
paragraph
in
each
set
is
the
best.
n
(2) The
listening
passage
provides
an
explanation
that
supports
the
belief in
the
reading
passage.
Hillary
found
that
tracks
left
in
the
snow
became larger
when
they
melted
and
then
refroze.
He
concluded
from
this
that the
huge
tracks
he
had
found
in
the
ice
high
in
the
Himalayas
had
been made
by
a
much
smaller
animal
than
a
Yeti,
and
he
concluded
that his
original
belief
that
the
tracks
proved
that
the
so
existence
of
Yeti
was well
founded.
(3) The
listening
passage
provides
an
explanation.
Hillary
found
that tracks
left
in
ar
the
snow
became
larger
when
they
melted
and
then
refroze. He
concluded
from
this
that
the
huge
tracks
he
had
found
in
the
ice
high in
the
Himalayas
had
been
made
by
a
much
smaller
animal
than
a
Yeti.
(4) The
listening
passage
explains
that
tracks
left
in
the
snow
became larger
when
Pe
they
melted
and
then
refroze.
It
also
explains
that
the
tracks were
probably
made
by
a
much
smaller
animal
than
a
Yeti.
(5) The
listening
passage
provides
an
explanation
that
casts
doubt
on
the belief
in
the
reading
passage.
Hillary
found
that
tracks
left
in
the
snow became
larger
when
they
melted
and
then
refroze.
He
concluded
from this
that
the
huge
tracks
he
had
found
in
the
ice
high
in
the
Himalayas had
been
made
by
a
much
smaller
animal
than
a
Yeti,
and
he
concluded that
his
original
belief
that
the
tracks
proved
that
the
existence
of
Yeti was
unfounded.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
261
SET
B:
Columbus
(1) The
listening
passage
provides
support
for
the
idea
that
Columbus believed
the
Earth
was
not
flat.
Three
pieces
of
proof
are
provided.
First was
Columbus’s
known
familiarity
with
Greek
texts
describing
the
Earth as
a
sphere.
Even
more
important
was
Columbus’s
plan
to
travel
to
India by
heading
west
from
Europe,
something
he
could
accomplish
only
if
the Earth
was
round.
Finally,
Columbus
entered
information
in
his
logs
about the
circumference
of
the
Earth,
a
measurement
that
a
flat
Earth
would not
have.
Thus,
Columbus
did
not
share
the
belief
of
the
time,
that
the Earth
was
flat.
(2) Three
pieces
of
information
are
provided.
First
was
Columbus’s known
familiarity
with
Greek
texts
describing
the
Earth
as
a
sphere. Even
more
important
was
Columbus’s
plan
to
travel
to
India
by
heading west
from
Europe,
something
he
could
accomplish
only
if
the
Earth was
round.
Finally,
Columbus
entered
information
in
his
logs
about
the circumference
of
the
Earth.
n
(3) The
listening
passage
provides
support
for
this
idea.
Three
pieces of
proof
are
provided.
First
was
Columbus’s
known
familiarity
with Greek
texts
describing
so
the
Earth
as
a
sphere.
Even
more
important was
Columbus’s
plan
to
travel
to
India
by
heading
west
from
Europe, something
he
could
accomplish
only
if
the
Earth
was
round.
Finally, Columbus
entered
information
in
his
logs
about
the
circumference
of
the Earth,
a
measurement
that
a
flat
Earth
would
not
have.
(4) The
listening
passage
provides
support
for
the
idea
that
Columbus believed
the
ar
Earth
was
not
flat.
Several
pieces
of
proof
are
provided. First
was
Columbus’s
known
familiarity
with
Greek
texts
describing
the Earth
as
a
sphere.
Even
more
important
was
the
fact
that
Columbus entered
information
in
his
logs
about
the
circumference
of
the
Earth,
a measurement
that
a
flat
Earth
would
not
have.
Pe
Thus,
Columbus
did
not share
the
belief
of
the
time,
that
the
Earth
was
flat.
(5) The
listening
passage
challenges
the
idea
that
Columbus
believed the
Earth
was
not
flat.
Three
pieces
of
proof
are
provided.
First
was Columbus’s
known
familiarity
with
Greek
texts
describing
the
Earth
as
a sphere.
Even
more
important
was
Columbus’s
plan
to
travel
to
India
by heading
west
from
Europe,
something
he
could
accomplish
only
if
the Earth
was
round.
Finally,
Columbus
entered
information
in
his
logs
about the
circumference
of
the
Earth,
a
measurement
that
a
flat
Earth
would not
have.
Thus,
Columbus
shared
the
belief
of
the
time,
that
the
Earth was
flat.
262
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
W6B
Choosing
Topic
Statements
DIRECTIONS:
Read
each
set
of
topic
statements.
Discuss
the
strengths
and
weaknesses
of
each
topic
statement
and
decide
which
topic
statements
in
each
set are
good.
n
(3) The
reading
passage
discusses
some
tracks
that
Sir
Edmund
Hillary
found
when
he
was
exploring
the
Himalayas
and
explains
that
he
believed
they were
proof
that
Yeti
existed.
The
listening
passage,
on
the
other
hand, challenges
this
so
belief
by
demonstrating
that
the
tracks
had
actually
been made
by
a
much
smaller
animal
than
a
Yeti.
(4) The
reading
passage
in
this
set
of
materials
discusses
a
belief
initially held
by
Sir
Edmund
Hillary.
The
listening
passage
provides
information to
show
that
this
ar
belief
was
not
true.
(5) In
this
set
of
materials,
the
reading
passage
discusses
a
belief
held
by a
well-
known
explorer;
the
listening
passage
provides
information
to support
this
belief.
(6) The
reading
passage
discusses
a
belief
that
a
well-known
explorer
initially held,
Pe
however
the
listening
passage
provides
information
that
casts
doubt on
this
belief.
(7) A
belief
initially
held
by
Sir
Edmund
Hillary
is
presented
in
the reading
passage;
information
to
challenge
this
belief
is
presented
in
the listening
passage.
(8) In
this
set
of
materials,
the
reading
passage
discusses
a
trip
to
the
top of
Mount
Everest,
and
the
listening
passage
discusses
a
finding
from that
trip.
©
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CLASSROOM
ACTIVITIES
263
SET
B:
Columbus
(1) In
this
set
of
materials,
the
reading
passage
describes
a
certain
man,
the listening
passage
adds
to
the
information
about
this
man.
(2) The
reading
passage
describes
a
certain
man,
and
the
listening
passage adds
to
the
information
about
this
man.
(3) These
two
passages
discuss
Columbus’s
belief
that
the
world
was
round.
(4) The
reading
passage
in
this
set
of
materials
describes
a
belief
supposedly held
by
Christopher
Columbus;
the
listening
passage
provides
proof
that this
man
actually
held
this
belief.
(5) In
this
set
of
materials,
the
reading
passage
describes
a
belief
held
by
a certain
explorer,
and
the
listening
passage
challenges
this
belief.
(6) The
reading
passage
in
this
set
of
materials
describes
a
certain
belief
by a
certain
well-known
man.
The
listening
passage
provides
support
for
the idea
that
this
man
actually
held
this
belief.
(7) The
reading
passage
describes
the
belief
of
Christopher
Columbus,
the
fifteenth-century
explorer
who,
unlike
many
of
the
people
living
at
the time
who
n
believed
that
the
world
was
flat,
believed
that
the
world
was
a sphere.
The
listening
passage
provides
pieces
of
proof
from
Columbus’s knowledge
of
tests,
and
his
original
plan,
and
his
logs
to
support this
belief.
so
(8) The
reading
passage
describes
a
belief
that
Columbus
supposedly
held. The
listening
passage
adds
to
this
description
with
proof
that
he
actually held
this
belief.
ar
Pe
264
CLASSROOM
ACTIVITIES
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2015
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Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
W7A
Completing
Sentence
Structures
DIRECTIONS:
Work
with
your
partner
to
complete
each
sentence
with
one
of
the
answer
choices
in
the
box
at
the
bottom
of
the
page.
(1) The food in the restaurant was terrible, the diners did not finish it.
(2) The
food
in
the
restaurant
was
terrible; ,
the
diners
ate it
anyway.
(3) the food in the restaurant was terrible, the diners did not eat it.
(4) The
food
in
the
restaurant
was
terrible. ,
the
diners
ate it
anyway.
n
(5) was
served
in
the
restaurant
was
terrible.
(8) the
food
at
the
restaurant
was
terrible,
the
diners
ate it
anyway.
ar
(9) The
food
at
the
restaurant
was
terrible; , the diners did not
eat
it.
Pe
(10) I
don’t
know any
of
the
diners
managed
to
eat
any
of the
food
the
restaurant
served.
(11) We didn’t eat the food that we ordered, was terrible.
Answer
Choices
but however Unfortunately
by
the
time Since which
Even
though so What
how therefore who
©
2015
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granted
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CLASSROOM
ACTIVITIES
265
ACTIVITY
SHEET
W8A
Editing
Grammar
DIRECTIONS:
Work
with
your
partner
to
correct
the
grammatical
errors
in
the
following
sentences.
(Some
sentences
may
not
have
any
errors.)
(1) She
was
honester
about
the
problem
than
he
was.
(2) The
meeting
scheduled
for
3:00
this
afternoon.
(3) The
teacher
has
already
began
the
lesson.
(4) The
bell
announcing
the
start
of
class
has
already
rung.
(5) The
students
completed
quickly
the
assignment.
(6) The
manager
knew
that
the
employees
will
all
leave
at
5:00.
(7) They
have
either
forgotten
to
come
or
gotten
lost
on
the
way.
(8) We
have
serious
problems,
and
we
have
to
decide
what
to
do
about
it.
(9) This
brand
of
yogurt
has
less
fat
and
less
calories.
n
(10) Today
we
have
lesson
on
grammar.
(11) The
teacher
knows
that
some
students
did
not
turn
in
a
few
assignments.
(12) They
presented
an
interesting
analyses. so
(13) Only
once
have
they
even
offered
to
help
us.
(14) The
pages
you
submit
must
be
organized and
well written,
and
they must be
neat.
(15) The
suggestions
made
at
the
meeting
to
solve
the
problem
is
not
easy to
do.
(16) This
exam
was
the
worse
one
I
have
ever
seen.
ar
(17) The
actor
has
a
large
amount
of
lines
to
memorize.
(18) Each
time
a
mistake
is
made,
a
considerable
amount
of
time
is
needed
to fix
it.
(19) Nowhere
we
have
seen
such
an
impressive
sight.
Pe
(20) A back of your hand will be stamped when you enter the concert.
266
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ACTIVITIES
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Permission
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for
classroom
use.
ACTIVITY
SHEET
W9A
Writing
a
Circular
Story
DIRECTIONS:
Read
the
first
line
of
the
story
and
write
another
line
for
the story.
Pass
your
paper
to
the
student
on
your
left.
Read
the
new
story
you
receive and
add
another
line
to
that
story.
Pass
the
paper
to
your
left
again
and
continue this
way
until
the
exercise
is
complete.
Name
LINE 1: I was sitting in the library trying to study, but it was really difficult.
n
LINE
3: _________________________________________________________
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for
classroom
use.
CLASSROOM
ACTIVITIES
267
ACTIVITY
SHEET
W10B
Selecting
Ideas
for
a
Logical
Plan
DIRECTIONS:
Select
from
the
given
ideas
to
create
a
logical
plan
for
an
essay. Fill
in
the
plan
at
the
bottom
of
the
page
with
the
numbers
of
the
ideas
that create
a
logical
plan.
IDEAS
(1) blue
sky
and
sunshine
(2) bad
weather
(3) uneventful
planning
(4) dropped
box
(one
with
breakables)
(5) the
company
that
owned
the
moving
truck
n
(6) a
day
that
is
hard
to
remember
(7)
(8)
(9)
two
tornadoes
cheap
cost
so
memorable
because
of
tornadoes
and
flat
tire
together
268
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ACTIVITIES
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reproduce
for
classroom
use.
PLAN
I. Introduction: ____________________
Details: ____________________
____________________
____________________
Details: ____________________
____________________
n
____________________
IV. Conclusion:
so ____________________
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
269
ACTIVITY
SHEET
W11A
Reacting
to
a
Situation
DIRECTIONS:
Read
the
situation,
and
write
your
reaction
to
it.
Pass
your paper
to
the
student
on
your
left.
Read
the
comment
you
receive,
and
add
your comment
to
it.
Pass
the
paper
to
the
left
again,
and
continue
this
way
until
the exercise
is
complete.
SITUATION:
A
teacher
at
Centerfield
High
School
was
fired
yesterday
for
failing a
group
of
students.
The
teacher
caught
the
students
cheating
on
an
exam,
so
she gave
them
all
failing
grades
in
her
course.
These
failing
grades
meant
that
the students
could
not
get
admitted
to
any
of
the
universities
they
had
applied
to.
The school
principal
asked
the
teacher
to
reconsider
the
failing
grades,
and
when
the teacher
refused
to
change
the
grades
she
was
fired.
YOUR REACTION:
n
COMMENT:
so
ar
COMMENT:
Pe
COMMENT:
COMMENT:
COMMENT:
270
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ACTIVITIES
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for
classroom
use.
ACTIVITY
SHEET
W11B
Choosing
the
Best
Supporting
Paragraphs
DIRECTIONS:
Read
each
set
of
supporting
paragraphs.
Discuss
the
trengths
and
weaknesses
of
each
supporting
paragraph
and
decide
which
supporting
paragraph in
each
set
is
the
best.
n
and
many
areas
were
flooded.
(3) The
first
reason
was
the
bad
weather.
There
were
thunder
and lightning
and
rain
in
the
early
morning.
There
were
two
tornadoes
in
the late
morning.
There
was
so
flooding
in
the
afternoon.
(4) One
thing
that
had
a
major
impact
on
making
this
day
memorable was
the
weather.
I
awoke
on
the
morning
of
the
move
to
bright
flashes of
lightning
and
the
sound
of
thunder
and
pouring
rain.
Later
on
in the
morning,
not
one
but
two
tornadoes
were
visible
in
the
sky.
By
the afternoon,
heavy
rain
was
still
continuing
ar
to
fall,
and
many
areas
were flooded.
All
of
this
bad
weather
helped
turn
what
should
have
been
an easy
move
into
a
huge
problem.
(5) One
thing
that
had
a
major
impact
on
making
this
day
memorable was
the
weather.
I
awoke
on
the
morning
of
the
move
to
bright
flashes
of lightning
and
Pe
the
sound
of
thunder
and
pouring
rain.
Thunder,
lightning, and
rain
had
been
forecast
for
that
day.
Later
on
in
the
morning,
not
one but
two
tornadoes
were
visible
in
the
sky.
Tornadoes
occur
often
in
this part
of
the
world.
By
the
afternoon,
heavy
rain
was
still
continuing
to fall,
and
many
areas
were
flooded.
Many
houses
in
the
town
had
water damage.
All
of
this
bad
weather
helped
turn
what
should
have
been
an easy
move
into
a
huge
problem.
©
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CLASSROOM
ACTIVITIES
271
(2) It
was
not
just
the
bad
weather
that
caused
the
moving
day
to
be
so memorable,
however.
There
was
a
lot
of
just
plain
bad
luck
on
that
day, and
that
bad
luck
also
played
a
role
in
making
this
day
one
that
I
will
not forget.
First
of
all,
I
tripped
when
I
was
carrying
one
of
the
moving
boxes outside
to
the
truck
I
had
rented
for
the
move,
and,
as
luck
would
have it,
the
box
I
dropped
was
the
one
with
all
of
my
valuable
breakable
items in
it.
The
next
piece
of
bad
luck
happened
when
the
truck
got
a
flat
tire, of
course
when
it
was
almost
full,
and
I
had
to
spend
several
extra
hours arranging
for
another
truck
and
moving
everything
from
one
truck
to
the other.
The
last
straw
was
when
I
finally
arrived
at
my
new
apartment
with
all
of
my
possessions
and
the
landlord
was
not
there.
I
could
not
get
into my
new
home,
so
I
ended
up
spending
the
rainy
night
in
the
truck.
(3) The
first
thing
that
happened
was
that
I
tripped
when
I
was
carrying one
of
the
moving
boxes
outside
to
the
truck
I
had
rented
for
the
move, and,
as
luck
would
have
it,
the
box
I
dropped
was
the
one
with
all
of
my valuable
breakable
items
in
it.
The
next
thing
that
happened
was
that
the truck
got
a
flat
tire,
of
course
when
it
was
almost
full,
and
I
had
to
spend several
extra
hours
arranging
for
another
truck
and
moving
everything from
one
truck
to
the
other.
The
last
straw
was
when
I
n
finally
arrived
at my
new
apartment
with
all
of
my
possessions
and
the
landlord
was
not there.
I
could
not
get
into
my
new
home,
so
I
ended
up
spending
the rainy
night
in
the
truck.
so
(4) It
was
not
just
the
bad
weather
that
caused
the
moving
day
to
be
so memorable,
however.
There
was
a
lot
of
just
plain
bad
luck
on
that
day, and
that
bad
luck
also
played
a
role
in
making
this
day
one
that
I
will not
forget.
First
of
all,
I
tripped
when
I
was
carrying
one
of
the
moving boxes
outside
to
the
truck
I
had
rented
for
the
ar
move.
It
was
the
kind
of truck
that
you
can
rent
for
one
day
when
you
move.
Lots
of
people
rent this
kind
of
truck.
As
luck
would
have
it,
the
box
I
dropped
was
the
one
with
all
of
my
valuable
breakable
items
in
it.
The
next
piece
of
bad
luck happened
when
the
truck
got
a
flat
tire,
of
course
when
it
was
almost full,
and
I
had
to
spend
Pe
several
extra
hours
arranging
for
another
truck and
moving
everything
from
one
truck
to
the
other.
The
second
truck was
the
same
kind
of
truck,
except
that
it
didn’t
have
a
flat
tire,
and
I
got it
from
the
same
company
as
the
first
truck.
The
last
straw
was
when
I finally
arrived
at
my
new
apartment
with
all
of
my
possessions
and
the
landlord
was
not
there.
The
landlord
managed
all
of
the
apartments
in the
building.
I
could
not
get
into
my
new
home,
so
I
ended
up
spending the
rainy
night
in
the
truck.
(5) The
day
was
also
memorable
because
of
bad
luck.
First,
I
tripped
and dropped
a
box.
I
dropped
the
box
with
all
my
breakable
items.
These valuable
items
broke.
Then,
the
truck
got
a
flat
tire.
The
truck
was
almost full
at
this
point.
I
had
to
arrange
for
a
new
truck
and
move
everything from
one
truck
to
the
other.
Finally,
I
went
to
my
new
apartment. However,
the
landlord
was
not
there.
I
had
to
spend
the
night
in
my
truck.
272
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
W12A
Offering
Advice
DIRECTIONS:
Write
a
description
of
a
problem
(real
or
imagined)
that
you would
like
to
share
with
your
classmates.
(Perhaps
you
are
having
a
problem learning
vocabulary,
getting
to
class
on
time,
understanding
lectures,
or
doing your
homework.)
After
you
describe
your
problem,
pass
your
paper
to
the
student on
your
left.
Read
the
problem
you
receive,
and
add
a
piece
of
advice.
Pass
the paper
to
your
left
again,
and
continue
this
way
until
the
exercise
is
complete.
YOUR PROBLEM:
n
ADVICE: so
ar
ADVICE:
Pe
ADVICE:
ADVICE:
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
273
ACTIVITY
SHEET
W12B
Selecting
Possible
Connections
DIRECTIONS:
Look
at
the
plan
for
the
two
supporting
paragraphs
of
the
essay on
a
memorable
moving
day
and
the
two
sets
of
possible
connections
for
these two
paragraphs.
Check
(√ )
the
connections
that
function
well
to
introduce
these
supporting
paragraphs.
PLAN
Introduction:
a
memorable
moving
day
Supporting
paragraph
1:
bad
weather
• thunder, lightning, heavy rain
n
• two tornadoes
• flooding
Supporting
paragraph
2:
bad
luck so
• dropped box (one with breakables)
• flat tire on the nearly full moving truck
• missing landlord and the need to spend the night in
the truck
ar
POSSIBLE
CONNECTIONS
TO
INTRODUCE
SP1
(1) One
reason
that
the
day
was
memorable.
Pe
(2) The
bad
weather
was
one
of
the
reasons
the
day
was
one
I
won’t
forget.
(3) In
addition
to
the
bad
weather
I
experienced
on
that
day,
I
also suffered
because
of
the
bad
luck.
(4) The
first
reason
that
the
day
was
memorable
was
the
bad
weather.
(5) Of
the
two
reasons
that
the
day
was
memorable,
the
first
was
the amazingly
bad
weather.
274
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
POSSIBLE
CONNECTIONS
TO
INTRODUCE
SP2
(1) The
second
reason
that
the
day
was
memorable
was
the
bad
luck I
experienced.
(2) One
reason
the
day
was
memorable
was
the
bad
weather,
the
other was
my
amazingly
bad
luck.
(3) In
addition
to
the
bad
weather
on
that
day,
I
also
experienced
a
lot
of bad luck.
(4) It
was
not
only
the
weather
that
was
bad
on
that
day;
my
luck
was equally terrible.
(5) An
important
reason
that
the
day
was
memorable
was
the
bad
luck I
experienced.
n
so
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
275
ACTIVITY
SHEET
W13A
Writing
a
Circular
Story
DIRECTIONS:
Read
the
first
part
of
the
story,
and
write
another
line
for
the story.
Pass
your
paper
to
the
student
on
your
left.
Read
the
new
story
you
receive, and
add
another
line
to
that
story.
Pass
the
paper
to
your
left
again,
and
continue this
way
until
the
exercise
is
complete.
LINE
1:
I woke up this morning and saw it had been snowing all night. It had
accumulated several inches, and more was coming down every hour. I was worried
because I knew I had to get to school for a big test.
LINE 2:
LINE 3:
n
LINE
4:
so
ar
LINE
5:
Pe
LINE 6:
LINE 7:
LINE 8:
LINE 9:
LINE 10:
276
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
W13B
Choosing
the
Best
Introduction and the Best Conclusion
DIRECTIONS:
Read
each
introduction.
Discuss
the
strengths
and
weaknesses
of
each
introduction,
and
decide
which
introduction
is
the
best.
ESSAY
INTRODUCTIONS
(1) I
left
my
home
country
recently
and
traveled
to
a
new
school
in
anew
country.
It
may
seem
like
my
most
memorable
day
should
be
one
of the
days
that
were
part
of
these
major
changes
in
my
life.
However,
the recent
day
I
remember
most
was
the
day
that
I
moved,
not
from
my
home country
to
a
new
country,
but
from
one
apartment
to
another
in
the
same small
town.
I
had
expected
my
moving
day
to
be
quite
uneventful,
but
it really
was
not.
(2) I
have
experienced
many
memorable
days
recently
since
I
left
my country
and
n
traveled
to
a
new
country
and
began
attending
a
new
school. With
all
of
these
memorable
experiences,
it
may
seem
a
bit
foolish
when I
say
that
the
day
I
remember
most
was
the
day
when
I
tried
to
move
to a
new
apartment
across
town.
I
so
had
expected
that
moving
would
be
fairly easy
and
quite
uneventful,
but
I
had
not
expected
the
extraordinarily
bad weather
and
bad
luck
that
turned
out
to
be
part
of
my
moving
day.
(3) I
have
experienced
many
memorable
days
in
my
life
with
my
recent move
to
a
new
country
and
a
new
school,
but
one
day
stands
out
above the
rest.
This
one
day
that
ar
stands
out
above
the
rest
is
the
day
when
I tried
to
move
a
very
short
distance,
from
one
apartment
to
another
across town.
I
had
expected
that
this
particular
day
would
be
uneventful,
but many
things
caused
this
day
to
turn
into
something
memorable.
First, unbelievable
bad
weather
that
included
thunder,
lightning,
heavy
Pe
rain, tornadoes,
and
flooding
had
a
role
in
making
this
day
memorable.
Second,
extraordinarily
bad
luck
that
included
broken
valuables,
a
flat
tire,
and a
missing
landlord
also
had
a
role
in
making
this
particular
day
a
really memorable
one.
(4) My
most
memorable
day
recently
was
the
day
when
I
tried
to
move
to a
new
apartment
on
the
other
side
of
town.
I
had
expected
that
moving would
be
fairly
easy
and
quite
uneventful,
but
I
had
not
expected
the extraordinarily
bad
weather
and
bad
luck
that
turned
out
to
be
part
of
my moving
day.
(5) I
left
my
country
recently
and
traveled
to
a
new
country
and
began attending
a
new
school,
and
I
have
certainly
experienced
a
lot
of memorable
days
because
of
this.
With
all
of
these
memorable
experiences, it
may
surprise
you
when
I
say
that
the
day
I
remember
most
was
the
day when
I
tried
to
move
to
a
new
apartment
across
town.
I
had
expected
that moving
would
be
fairly
easy
and
quite
uneventful,
but
I
had
not
expected that
so
many
examples
of
bad
luck
could
be
part
of
a
single
moving
day.
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
277
DIRECTIONS:
Read
each
conclusion.
Discuss
the
strengths
and
weaknesses
of
each
conclusion,
and
decide
which
conclusion
is
the
best.
ESSAY
CONCLUSIONS
(1) I
will
remember
this
moving
day
for
a
long
time.
How
could
I
forget such
a
day
so
easily?
There
was
such
a
bad
storm,
with
thunder
and lightning.
Then
there
were
some
tornadoes,
something
I’ve
never
seen before.
The
afternoon
flooding
was
the
final
problem
that
made
the
day so
memorable.
(2) I
had
to
move
one
day.
There
was
thunder
and
lightning
and
tornadoes and
flooding.
There
was
bad
luck
with
a
certain
box
and
with
the
truck and
the
landlord.
(3) I’m
sure
you
understand
why
this
particular
day
was
such
a
memorable day
for
me.
It
is
unbelievable
how
much
bad
luck
one
person
can
have on
one
day.
It
was
just
bad
luck
that
the
one
box
that
got
broken
was
the one
with
my
valuable
things
in
it,
and
it
was
just
bad
luck
that
the
truck got
a
flat
tire,
and
it
was
just
bad
luck
that
the
landlord
couldn’t
get
to
the apartment
to
open
it.
All
this
bad
luck
made
this
day
really
memorable.
n
(4) This
moving
day
was
quite
a
memorable
day
for
me,
maybe
not
the memorable
day
you
would
expect
when
I
was
starting
a
new
life
in
a
new place
but
quite
so
memorable
anyway.
The
incredible
weather
played
a
role, and
the
rotten
luck
contributed
to
it,
and
together
they
made
it
a
day
I won’t
soon
forget.
(5) This
moving
day
was
quite
a
memorable
day
for
me,
maybe
not
the memorable
day
you
would
expect
when
I
was
starting
a
new
life
in
a new
place
because
I
had
left
my
home
country
and
had
moved
to
a new
country
to
attend
school,
but
it
was
ar
quite
memorable
anyway.
The incredible
weather
played
a
role,
and
the
rotten
luck
contributed
to
it, along
with
my
regrets
at
leaving
my
native
country
and
my
fear
of
entering a
new
school.
Together
this
made
it
a
day
I
won’t
soon
forget.
Pe
278
CLASSROOM
ACTIVITIES
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
ACTIVITY
SHEET
W14A
Editing
Sentence
Structure
DIRECTIONS:
Work
with
your
partner
to
add
punctuation
and
capital
letters
to the
sentences
below.
(1) we
were
disappointed
because
of
the
ending
of
the
movie
(2) we
were
disappointed
the
ending
of
the
movie
was
not
good
(3) we
were
disappointed
because
the
ending
of
the
movie
was
not
good
(4) the
ending
of
the
movie
was
disappointing
therefore
we
did
not
really
enjoy
the
movie
(5) since
the
ending
of
the
movie
was
not
good
we
didn’t
enjoy
the
movie
(6) the
ending
of
the
movie
was
not
what
we
had
expected
so
we
were disappointed
(7) the
ending
of
the
movie
needs
to
be
changed
or
we
will
not
recommend the
movie
(8) the
ending
of
the
movie
was
disappointing
nonetheless
we
enjoyed
the
movie
n
(9) the
ending
of
the
movie
was
not
good
but
we
enjoyed
the
movie
anyway
(10) although
the
ending
of
the
movie
was
not
good
we
enjoyed
the
rest
of
it
(11) the
ending
of
the
movie
was
not
good
sadly
we
did
not
enjoy
the
movie because
so
of
this
(12) we
don’t
understand
why
the
movie
ended
the
way
that
it
did
however
we enjoyed
the
rest
of
the
movie
ar
Pe
©
2015
by
Pearson
Education,
Inc.
Permission
granted
to
reproduce
for
classroom
use.
CLASSROOM
ACTIVITIES
279
ACTIVITY
SHEET
W15A
Editing
Grammar
DIRECTIONS:
Work
with
your
partner
to
correct
the
grammatical
errors
in
the
following
sentences.
(Some
sentences
may
not
have
any
errors.)
n
(10) The
manager
knows
that
a
few
employees
did
most
of
the
work.
(11) The
route
turned
out
not
to
be
as
easy
to
follow
as
they
had
looked
on the
map.
(12) Only
this
morning
were
the
magazines
placed
in
neat
piles.
so
(13) We
witnessed
an
incredible
phenomena
in
the
sky.
(14) The
group
came
up
with
a
large
amount
of
ideas.
(15) The
teacher
has
announced
a
hour
when
the
exam
will
start.
(16) The
researcher
decided
that
she
will
try
a
different
experiment.
(17) Every
one
of
these
examples
is
filled
with
inconsistencies.
ar
(18) Our
group
has
least
time
of
all
the
groups
to
give
our
presentation.
(19) Students
who
are
energetic,
studious,
and
motivate
will
succeed
in
this
class.
(20) Not
once
we
managed
to
finish
the
race.
Pe
280 CLASSROOM ACTIVITIES © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.